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Higher Education Research & Development Volume 37, 2018 - Issue 4
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Articles

Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective

Darren P. M. ComberCentre for Academic Development, University of Aberdeen, Aberdeen, ScotlandCorrespondence[email protected]
&
Mirjam Brady-Van den BosSchool of Psychology, University of Aberdeen, Aberdeen, Scotland
Pages 683-697 | Received 21 Mar 2017, Accepted 18 Feb 2018, Published online: 02 Apr 2018

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Hamonangan Tambunan, Marsangkap Silitonga & Nelson Sinaga. (2023) Parents involvement in elementary schools learning through flipped classrooms in Indonesia. Education 3-13 51:6, pages 919-930.
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Dan Spencer, Chris Willis, Yan Shen, Molly Fenn & Shira Viel. (2023) Utilizing a Blended + Flipped Learning Approach in a Calculus for Life and Management Sciences Classroom. PRIMUS 33:6, pages 670-690.
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Kim Wilson. (2023) What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context. Teaching in Higher Education 28:3, pages 473-486.
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Chengyuan Jia, Khe Foon Hew, Shurui Bai & Weijiao Huang. (2022) Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education 54:2, pages 281-301.
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Jim Fang, John Vong & Jeff Fang. (2022) Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree. Journal of Education for Business 97:2, pages 76-85.
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Tamara Van Woezik, Rob Reuzel & Jur Koksma. (2019) Exploring Open Space: A self-directed learning approach for higher education. Cogent Education 6:1.
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