{"id":20956,"date":"2023-05-27T21:26:03","date_gmt":"2023-05-27T21:26:03","guid":{"rendered":"https:\/\/www.goodacademic.com\/blog\/questions\/effects-of-virtual-learning-contexts%ef%bc%88community-on-student-learning-engagement-motivation-and-outcomes-in-a-flipped-classroom\/"},"modified":"2023-05-27T21:26:03","modified_gmt":"2023-05-27T21:26:03","slug":"effects-of-virtual-learning-contexts%ef%bc%88community-on-student-learning-engagement-motivation-and-outcomes-in-a-flipped-classroom","status":"publish","type":"questions","link":"https:\/\/www.goodacademic.com\/blog\/questions\/effects-of-virtual-learning-contexts%ef%bc%88community-on-student-learning-engagement-motivation-and-outcomes-in-a-flipped-classroom\/","title":{"rendered":"Effects of virtual learning contexts\uff08community) on student learning engagement, motivation, and outcomes in a flipped classroom"},"content":{"rendered":"<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><a style=\"cursor: auto;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">l Zahrani, A.M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students<span style=\"cursor: auto; color: inherit;\">\u2019<\/span><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>creative thinking.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">British Journal of Educational Technology,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">46<\/span>(6), 1133-1148.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><\/a><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1111\/bjet.12353<\/span><\/a><\/p>\n<p><a style=\"font-size: 17px; cursor: auto;\"><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><a style=\"cursor: auto;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Allmendinger, K., Kempf, F., &amp; Hamann, K. (2009). Collaborative learning in virtual classroom scenarios.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Learning in the Synergy of Multiple Disciplines<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">, 344-349.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><\/a><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1007\/978-3-642-04636-0_33<\/span><\/a><\/p>\n<p><a style=\"font-size: 17px; cursor: auto;\"><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Bergmann, J., &amp; Sams, A. (2012).<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Flip your classroom: Reach every student in every class every day<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">: International Society for Technology in Education.<\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Bergmann, J., &amp; Sams, A. (2014).<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Flipped learning: Gateway to student engagement<\/span>: International Society for Technology in Education.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Choi, I., Kopcha, T., Mativo, J., Hill, R., Hodge, E., Shin, S.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">et al.<\/span><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>(2016).<span style=\"cursor: auto; color: inherit;\"><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>Learning Computer Programming in Context: Developing STEM-integrated Robotics Lesson Module for 5th Grade.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">Paper presented at the Society for Information Technology &amp; Teacher Education International Conference.<\/span><\/p>\n<p><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><a style=\"cursor: auto;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Fink, L.D.(2003). A Self-Directed Guide to Designing Courses for Significant Learning. Available at:<\/span><\/a><a style=\"cursor: auto;\"><span style=\"cursor: auto; color: inherit;\"><span style=\"cursor: auto; color: inherit;\">http:\/\/www.bu.edu\/sph\/files\/2011\/06\/selfdirected1.pdf<\/span><\/span><\/a><span style=\"font-size: 11pt; cursor: auto; color: inherit;\"><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">(Accessed: July 2017)<\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Hamdan, N., McKnight, P., McKnight, K., &amp; Arfstrom, K.M. (2013). Flipped Learning Model: A White Paper Based on the Literature Review Titled \u201cA Review of Flipped Learning\u201d.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">White Paper Flipped Learning<\/span>, 1-16.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Ismail, S., &amp; Shubair, A. (2015). Design and Implementation of an Intelligent System to Predict the Student Graduation AGPA.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Australian Educational Computing,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">30<\/span>(2).<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Johnson, D.W., Johnson, R.T., &amp; Smith, K.A. (1998).<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Active learning: Cooperation in the college classroom.<\/span><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>ERIC.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Johnston, J., Killion, J., &amp; Oomen, J. (2005). Student satisfaction in the virtual classroom.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Internet Journal of Allied Health Sciences and Practice,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">3<\/span>(2), 6.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Kahn, K., &amp; Spiegel, H.L. (1999). The role of computer programming in education.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Educational Technology &amp; Society,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">2<\/span>(4), 6-9.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Keller, J.M. (1999). The ARCS model. Designing motivating instruction.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Unpublished manuscript.<\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Lietzau, J.A., &amp; Mann, B.J. (2009). Breaking out of the asynchronous box: Using web conferencing in distance learning.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Journal of Library &amp; Information Services in Distance Learning,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">3<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">(3-4), 108-119.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1080\/15332900903375291<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Long, T., Logan, J., &amp; Waugh, M. (2016). Students\u2019 perceptions of the value of using videos as a pre-class learning experience in the flipped classroom.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">TechTrends,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">60<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">(3), 245-252.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1007\/s11528-016-0045-4<\/span><\/a><span style=\"font-size: 11pt; cursor: auto; color: inherit;\"><\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Lye, S.Y., &amp; Koh, J.H.L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Computers in Human Behavior,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">41<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">, 51-61.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1016\/j.chb.2014.09.012<\/span><\/a><span style=\"font-size: 11pt; cursor: auto; color: inherit;\"><\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Marlowe, C.A. (2012).<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">The effect of the flipped classroom on student achievement and stress.<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\"><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>Master in Education Thesis. Montana State University (MSU).<\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Martin, F., &amp; Parker, M.A. (2014). Use of synchronous virtual classrooms: Why, who, and how?<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Journal of Online Learning and Teaching,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">10<\/span>(2), 192.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Martin, F., Parker, M.A., &amp; Deale, D.F. (2012). Examining interactivity in synchronous virtual classrooms.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">The International Review of Research in Open and Distributed Learning,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">13<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">(3), 228-261.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.19173\/irrodl.v13i3.1174<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">O\u2019Callaghan, F.V., Neumann, D.L., Jones, L., &amp; Creed, P.A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Education and Information Technologies,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">22<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">(1), 399-415.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1007\/s10639-015-9451-z<\/span><\/a><span style=\"font-size: 11pt; cursor: auto; color: inherit;\"><\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Park, E.L., &amp; Choi, B.K. (2014). Transformation of classroom spaces: traditional versus active learning classroom in colleges.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Higher Education,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">68<\/span>(5), 749-771.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1007\/s10734-014-9742-0<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Park, N. (2016). Development of computer education program using LOGO Programming and fractals learning for enhancing creativity: Focus on creative problem-solving.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">International Journal of u-and e-Service, Science and Technology,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">9<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">(2), 121-126.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.14257\/ijunesst.2016.9.2.13<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\"><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Parker, M.A., &amp; Martin, F. (2010). Using virtual classrooms: Student perceptions of features and characteristics in an online and blended course.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">Journal of Online Learning and Teaching,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">6<\/span><span style=\"font-size: 11pt; cursor: auto; color: inherit;\">(1), 135.<\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Patrick, L.E., Howell, L.A., &amp; Wischusen, W. (2016). Perceptions of Active Learning between Faculty and Undergraduates: Differing Views among Departments.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Journal of STEM Education: Innovations and Research,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">17<\/span>(3), 55.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Petrina, S. (2006).<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Advanced teaching methods for the technology classroom.<\/span><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>IGI Global.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Seidel, T., Blomberg, G., &amp; Renkl, A. (2013). Instructional strategies for using video in teacher education.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Teaching and Teacher Education,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">34,<\/span><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>56-65.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1016\/j.tate.2013.03.004<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Sesen, B.A., &amp; Tarhan, L. (2010). Promoting active learning in high school chemistry: Learning achievement and attitude.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Procedia-Social and Behavioral Sciences,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">2<\/span>(2), 2625-2630.<span style=\"cursor: auto; color: inherit;\">&nbsp;<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1016\/j.sbspro.2010.03.384<\/span><\/a><\/span><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Slomanson, W.R. (2014). Blended learning: A flipped classroom experiment.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Journal of Legal Education,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">64<\/span>(1), 93-102.<\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Sun, J.C.-Y., &amp; Wu, Y.-T. (2016). Analysis of learning achievement and teacher\u2013student interactions in flipped and conventional classrooms.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">The International Review of Research in Open and Distributed Learning,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">17<\/span>(1).<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.19173\/irrodl.v17i1.2116<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Sun, J.C.\u2010Y., Wu, Y.\u2010T., &amp; Lee, W.\u2010I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students\u2019 self\u2010regulation.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">British Journal of Educational Technology,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">48<\/span>(3), 713-729.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1111\/bjet.12444<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Szarek, J.L., Boardman, J.M., White, M., &amp; Holt, J.T. (2016). Integrated and flipped: 5 years\u2019 experience of integrating active learning in an integrated course.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Medical Science Educator,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">26<\/span>(1), 159-167. &nbsp;<a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1007\/s40670-015-0214-7<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Thai, N.T.T., De Wever, B., &amp; Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best \u201cblend\u201d of lectures and guiding questions with feedback.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Computers &amp; Education,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">107<\/span>, 113-126.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1016\/j.compedu.2017.01.003<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Thaman, R., Dhillon, S., Saggar, S., Gupta, M., &amp; Kaur, H. (2013). Promoting active learning in respiratory physiology-positive student perception and improved outcomes.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">National Journal of Physiology, Pharmacy and Pharmacology,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">3<\/span>(1), 27-34.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.5455\/njppp.2013.3.27000<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 5px 0.25cm; padding-top: 0.101cm; padding-bottom: 0.199cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">Thomson, D.L. (2010). Beyond the classroom walls: Teachers<span style=\"cursor: auto; color: inherit;\">\u2019<\/span><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>and students<span style=\"cursor: auto; color: inherit;\">\u2019<\/span><span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span>perspectives on how online learning can meet the needs of gifted students.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><span style=\"cursor: auto; color: inherit;\">Journal of Advanced Academics,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/span><span style=\"cursor: auto; color: inherit;\">21<\/span>(4), 662-712. &nbsp;<a style=\"cursor: auto;\"><span style=\"font-size: 10pt; cursor: auto; color: inherit;\">https:\/\/doi.org\/10.1177\/1932202X1002100405<\/span><\/a><\/p>\n<p style=\"margin: 5px 0cm 0.199cm 0.25cm; padding-top: 0.101cm; font-size: 11pt; line-height: 16.1333px; cursor: auto; color: inherit;\">van der Meij, H. (2017). 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San Francisco, CA: Jossey Bass.<br \/>\nEvaluation of educational research<br \/>\nMertens, D.M. (2004). Research and evaluation in education and psychology:<br \/>\nIntegrating diversity with quantitative, qualitative, and mixed methods. Thousand<br \/>\nOaks, CA: Sage Publications<br \/>\nCombining qualitative and quantitative designs<br \/>\nJohnson, B. &amp; Christensen. L. (2004). Educational research: Quantitative,<br \/>\nqualitative, and mixed approaches (2nd Ed.). Thousand Oaks, CA: Sage Publications<br \/>\nCreswell, J.W. &amp; Clark, V.L.P. (2007). Designing and conducting mixed methods<br \/>\nresearch. Thousand Oaks, CA: Sage Publications<br \/>\nResearch Ethics<br \/>\nSales, B.D. &amp; Folkman, S. (Eds.) (2000). Ethics in research with human participants.<br \/>\nAPA.<br \/>\nWriting<br \/>\nWeston, A. (2009). A Rulebook for Arguments (4th Edition). Indianapolis: Hackett.<br \/>\nBell, J (2005). 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(2012).&nbsp;Flip [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[189],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/20956"}],"collection":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/comments?post=20956"}],"version-history":[{"count":0,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/20956\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/media?parent=20956"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/disciplines?post=20956"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/paper_types?post=20956"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/tagged?post=20956"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}