Teacher perception on the potential of flipped classroom pedagogical practice in enhancing classroom interactions in Singapore primary classrooms

References

• Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14.
   Web of Science ®Google Scholar
• Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Journal of Educational Technology & Society, 20(1), 237.
   Web of Science ®Google Scholar
• Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198.
   Web of Science ®Google Scholar
• Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Learning & Leading with Technology, 41(7), 18.
   Google Scholar
• Berrett, D. (2012). How’flipping’the classroom can improve the traditional lecture. The Education Digest, 78(1), 36.
   Google Scholar
• Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, Atlanta, GA, 30(9), 1–18.
   Google Scholar
• Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171–186.
   Google Scholar
• Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.
   Web of Science ®Google Scholar
• Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills:. Rethinking How Students Learn, 20, 51–76.
   Google Scholar
• Edstrom, A. (2015). Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task. System, 52, 26–37.
   Web of Science ®Google Scholar
• Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(04), 575–600.
   Google Scholar
• Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Journal of Educational Technology & Society, 16(1), 356.
   Web of Science ®Google Scholar
• Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses (3rd ed.). New York, NY: Routledge.
   Google Scholar
• Gee, J. P., & Ebook Library. (2014). An introduction to discourse analysis: Theory and method. (2nd ed.). Hoboken: Routledge.
   Google Scholar
• Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 teacher perceptions regarding the flipped classroom model for teaching and learning. Journal of Educational Technology Systems, 45(3), 390–423.
   Google Scholar
• Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92.
   Web of Science ®Google Scholar
• Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260.
   Web of Science ®Google Scholar
• Krumsvik, R. J., Jones, L. M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital competence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 11(03), 143–164.
   Google Scholar
• Leckhart, S., & Cheshire, T. (2012). University just got flipped: How online video.
   Google Scholar
• Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7.
   Google Scholar
• Murray, D., Koziniec, T., & McGill, T. (2015, January). Student perceptions of flipped learning. 17th Australasian Computer Education Conference (ACE 2015), Sydney, Australia.
   Google Scholar
• Nakabugo, M. G., Opolot-Okurut, C., Ssebbunga, C. M., Maani, J. S., & Byamugisha, A. (2008). Large class teaching in resource-constrained contexts: Lessons from reflective research in Ugandan primary schools. Journal of International Cooperation in Education, 11(3), 85–102.
   Google Scholar
• Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457–473.
   Web of Science ®Google Scholar
• O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.
   Web of Science ®Google Scholar
• Sand-Jecklin, K. (2007). The impact of active/cooperative instruction on beginning nursing student learning strategy preference. Nurse Education Today, 27(5), 474–480.
   PubMed Web of Science ®Google Scholar
• Schell, J. (2012, April 6). Can you flip large classes? Retrieved from http://blog.peerinstruction.net/2012/04/06/can-you-flip-large-classes/
   Google Scholar
• Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48.
   Web of Science ®Google Scholar
• Strohmyer, D. A. (2016). Student perceptions of flipped learning in a high school math classroom (Doctoral dissertation). Walden University.
   Google Scholar
• Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82–84.
   Google Scholar
• Yarbro, J., Arfstrom, K. M., McKnight, K., & McKnight, P. (2014). Extension of a review of flipped learning. Flipped Learning Network
   Google Scholar