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Amy Greenberg, Doreen M. Olvet, Judith Brenner, Binbin Zheng, Amber Chess, Elisabeth F. M. Schlegel & Samara B. Ginzburg. (2023) Strategies to support self-regulated learning in integrated, student-centered curricula. Medical Teacher 0:0, pages 1-8.
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Rouba Ballouk, Victoria Mansour, Bronwen Dalziel, Jenny McDonald & Iman Hegazi. (2022) Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review. Medical Education Online 27:1.
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Kai Wang, Chang Zhu, Shihua Li & Guoyuan Sang. (2022) Using revised community of inquiry framework to scaffold MOOC-based flipped learning. Interactive Learning Environments 0:0, pages 1-13.
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Shelley Ross, Cassandra Pirraglia, Alexandra M. Aquilina & Rosslynn Zulla. (2022) Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review. Medical Teacher 44:5, pages 527-534.
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Aki Ito, Kenji Watanabe, Yoshitaka Fukuzawa, Kazuo Mitani, Shinichi Fujimoto, Takahide Matsuda, Kiyoshi Sugiyama, Kiyoshi Kitamura & Nobutaro Ban. (2021) Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students. Medical Education Online 26:1.
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Yu Liu, Huiwei Hu, Luyao Wang, Ying Mao, Kangjia Yang, Limiao Ma & Hongyan Li. (2023) Medical education environment perception and learning engagement in undergraduate nursing students: The mediating effect of self-regulated learning ability. Nurse Education in Practice 72, pages 103793.
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Cinthia Rosales-Marquez, Agueda Silva-Aguilar, Victor Miranda-Vargas & Rosa Salas-Sanchez. (2023) Aprendizaje autorregulado para aprender a aprender en la formación universitaria. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 21:2, pages 269-281.
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Jiahui Du, Khe Foon Hew & Liuyufeng Li. (2023) Do Direct and Indirect Recommendations Facilitate Students’ Self-Regulated Learning in Flipped Classroom Online Activities? Findings from Two Studies. Education Sciences 13:4, pages 400.
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Zaher Jabbour & Minh Tran. (2022) Can students develop clinical competency in treatment planning remotely through flipped collaborative case discussion?. European Journal of Dental Education 27:1, pages 69-77.
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Xue Xia & Min Feng. 2023. Proceedings of the 3rd International Conference on Internet, Education and Information Technology (IEIT 2023). Proceedings of the 3rd International Conference on Internet, Education and Information Technology (IEIT 2023)
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Janique Oudbier, Gerard Spaai, Karline Timmermans & Tobias Boerboom. (2022) Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC Medical Education 22:1.
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Rouba Ballouk, Victoria Mansour, Bronwen Dalziel & Iman Hegazi. (2022) The development and validation of a questionnaire to explore medical students’ learning in a blended learning environment. BMC Medical Education 22:1.
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Jill Zarestky, Michelle Bigler, Mollie Brazile, Tobin Lopes & Wolfgang Bangerth. (2022) Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering. Computers and Education Open 3, pages 100085.
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Natalia Serrano Amarilla, María José Cuetos Revuelta & Ana Isabel Manzanal Martínez. (2022) Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students. Journal of Science Education and Technology 31:5, pages 594-604.
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Marcos Antonio Requena Arellano. (2022) CARACTERIZACIÓN Y DIFERENCIACIÓN DEL APRENDIZAJE AUTORREGULADO. VISIÓN COMPLEJA DESDE UNA CARTOGRAFÍA CONCEPTUAL, PARTE II. PARADIGMA, pages 671-697.
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Lynnea M. Mills. (2022) Expanding the discourse on emotion in health professions education. Medical Education 56:5, pages 470-472.
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Yusuf Yılmaz, Süleyman Ayhan Çalışkan, Şükran Darcan & Feyza Darendeliler. (2022) Flipped learning in faculty development programs: opportunities for greater faculty engagement, self-learning, collaboration and discussion. Turkish Journal of Biochemistry 47:1, pages 127-135.
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Binbin Zheng. (2022) Medical Students’ Technology Use for Self-Directed Learning: Contributing and Constraining Factors. Medical Science Educator 32:1, pages 149-156.
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Ching-Yi Chang, Patcharin Panjaburee, Hui-Chen Lin, Chiu-Lin Lai & Gwo-Haur Hwang. (2022) Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses. Educational technology research and development 70:1, pages 185-204.
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Sunyoung Park & Nam Hui Kim. (2021) University students’ self-regulation, engagement and performance in flipped learning. European Journal of Training and Development 46:1/2, pages 22-40.
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Thien Van Ngo. (2022) Students' Perceptions of Perseverance in Online Learning Through the Flipped Classroom Model. International Journal of Online Pedagogy and Course Design 12:1, pages 1-17.
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V. S. Giita Silverajah, Su Luan Wong, Anandraj Govindaraj, Mas Nida Md. Khambari, Rahmita Wirza Binti O. K. Rahmat & Ann Rosnida Mohd Deni. (2022) A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions. IEEE Access 10, pages 20270-20294.
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Jiahui Du, Khe Foon Hew, Chengyuan Jia & Liuyufeng Li. 2022. Blended Learning: Engaging Students in the New Normal Era. Blended Learning: Engaging Students in the New Normal Era
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Mücahit Öztürk & Ünal Çakıroğlu. (2021) Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments 8:1.
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Douglas McHugh, Andrew J. Yanik & Michael R. Mancini. (2021) An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework. BMC Medical Education 21:1.
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AnnaMaria Bliven & Michelle Jungbauer. (2021) The impact of student recognition of excellence to student outcome in a competency‐based educational model. The Journal of Competency-Based Education 6:4, pages 195-205.
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Pei Se Wong, Ket Li Ho, Chee Fen Chia, Sook Han Ng & Hazwanie Hashim. (2021) Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students. Pharmacy Education 21, pages 315-322.
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Antonio-José Moreno-Guerrero, Rebeca Soler-Costa, José-Antonio Marín-Marín & Jesús López-Belmonte. (2021) Flipped learning and good teaching practices in secondary education. Comunicar 29:68, pages 107-117.
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Douglas McHugh, Richard Feinn, Jeff McIlvenna & Matt Trevithick. (2021) A Random Controlled Trial to Examine the Efficacy of Blank Slate: A Novel Spaced Retrieval Tool with Real-Time Learning Analytics. Education Sciences 11:3, pages 90.
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Yoshito Nishimura, Kanako Ochi, Kazuki Tokumasu, Mikako Obika, Hideharu Hagiya, Hitomi Kataoka & Fumio Otsuka. (2021) Impact of the COVID-19 Pandemic on the Psychological Distress of Medical Students in Japan: Cross-sectional Survey Study. Journal of Medical Internet Research 23:2, pages e25232.
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William Sanders & Douglas McHugh. (2021) Pre-Clerkship Medical Students’ Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study. Education Sciences 11:2, pages 34.
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Ünal Çakıroğlu & Mücahit Öztürk. (2021) Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design. European Journal of Open, Distance and E-Learning 23:2, pages 20-36.
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Yury Melnikov & Yelena Ivukina. (2021) Relevance factors of mathematical education for sustainable development. E3S Web of Conferences 295, pages 05009.
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Binbin Zheng & Yining Zhang. (2020) Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education 20:1.
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