Citations (32)
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Allison M. Fuller, Catherine Kaplun & Alison E. Short. (2022) The application of the Music Therapy Visual Schedule Approach (MT-ViSA) within a group music therapy program. Nordic Journal of Music Therapy 31:2, pages 153-175.
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Brian Patterson, C. Rett McBride & J. Lynn Gieger. (2018) Flipped Active Learning in Your Mathematics Classroom Without Videos. PRIMUS 28:8, pages 742-753.
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Amy Slagell. (2013) Why Should You Use a Clear Pattern of Organization? Because it Works. Communication Teacher 27:4, pages 198-201.
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Sharn Rocco, Shaun Dempsey & David Hartman. (2012) Teaching calm abiding meditation to mental health workers: a descriptive account of valuing subjectivity. Contemporary Buddhism 13:2, pages 193-211.
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Tran Quang Trung & Fredric William Swierczek. (2009) Skills development in higher education in Vietnam. Asia Pacific Business Review 15:4, pages 565-586.
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GrahamD. Bodie. (2008) Student as Communication Skills Trainer: From Research to “Concept Keys”. Communication Teacher 22:2, pages 51-55.
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Articles from other publishers (26)
Ricardo Luiz Pereira Bueno, Fernando Antonio Ribeiro Serra & Isabel Cristina Scafuto. (2023) Executive perceptions of course and educator performance on flipped classroom. Education + Training 65:8/9, pages 1023-1042.
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Arunaz Kumar, Nisha Khot, Utkarsh Bansal, Jai Vir Singh & Atul Malhotra. (2021) Lessons learnt from an obstetric and neonatal emergency simulation program in India. Journal of Neonatal Nursing 27:2, pages 135-140.
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Agisilaos Chaldogeridis & Thrasyvoulos Tsiatsos. (2020) Implementation and Evaluation of a Serious Game for Working Memory Enhancement. Applied Sciences 10:24, pages 9128.
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Lorraine Lee, Eileen Shifflett & Tom Downen. (2019) Teaching excel shortcuts: A visualization and game-based approach. Journal of Accounting Education 48, pages 22-32.
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Adam B. Csapo, Ildiko Horvath, Peter Galambos & Peter Baranyi. (2018) VR as a Medium of Communication: from Memory Palaces to Comprehensive Memory Management. VR as a Medium of Communication: from Memory Palaces to Comprehensive Memory Management.
Andrew M. Petzold & Robert L. Dunbar. (2018) The art of talking about science: beginning to teach physiology students how to communicate with nonscientists. Advances in Physiology Education 42:2, pages 225-231.
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Arunaz Kumar, Debra Nestel, Christine East, Margaret Hay, Irene Lichtwark, Gayle McLelland, Deidre Bentley, Helen Hall, Shavi Fernando, Sebastian Hobson, Luke Larmour, Philip Dekoninck & Euan M. Wallace. (2017) Embedding assessment in a simulation skills training program for medical and midwifery students: A pre‐ and post‐intervention evaluation. Australian and New Zealand Journal of Obstetrics and Gynaecology 58:1, pages 40-46.
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A. J. Crothers, J. Bagg & R. McKerlie. (2017) The Flipped Classroom for pre-clinical dental skills teaching – a reflective commentary. British Dental Journal 222:9, pages 709-713.
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Christopher R. Tainter, Nelson L. Wong, Gaston A. Cudemus-Deseda & Edward A. Bittner. (2016) The “Flipped Classroom” Model for Teaching in the Intensive Care Unit. Journal of Intensive Care Medicine 32:3, pages 187-196.
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Kevin P. Gosselin, Maria Northcote, Kristi D. Wuensche & Trudy Stoddard. 2017. Handbook of Research on Humanizing the Distance Learning Experience. Handbook of Research on Humanizing the Distance Learning Experience
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Fang Xu. (2016) Short-term Working Memory and Chunking in SLA. Theory and Practice in Language Studies 6:1, pages 119.
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Shane Barry, Karen Murphy & Steve Drew. (2015) From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms. Computers & Education 81, pages 202-210.
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Lisa M. Quintiliani, Marci K. Campbell, Pamela S. Haines & Kelly H. Webber. (2008) The Use of the Pile Sort Method in Identifying Groups of Healthful Lifestyle Behaviors among Female Community College Students. Journal of the American Dietetic Association 108:9, pages 1503-1507.
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