Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

12 references·16 citing·45 second hop

FromToDepth

this work references cited by second hop

References

1999Teaching For Quality Learning At University7,559 cited
2008Teaching for quality learning at university4,907 cited
2009Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies3,653 cited
2007Blended Learning in Higher Education1,659 cited
2013Changing Course: Ten Years of Tracking Online Education in the United States.1,584 cited
2011Blended Learning in Higher Education: Framework, Principles, and Guidelines.1,438 cited
2011What is assessment for learning?1,281 cited
2004Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses1,080 cited
2010Blended learning in higher education: Students’ perceptions and their relation to outcomes921 cited
2012What the student does: teaching for enhanced learning864 cited
2010Improving student engagement: Ten proposals for action806 cited
2007Learning‐oriented assessment: conceptual bases and practical implications638 cited

Cited by

2020Barriers to student active learning in higher education323 cited
2019How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction313 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

2018The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning306 cited

2019A flipped classroom model in higher education: a review of the evidence across disciplines302 cited

2018Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback241 cited

2018The Oxford Handbook of Cyberpsychology201 cited

2021Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic189 cited

2017Using a gamified mobile app to increase student engagement, retention and academic achievement168 cited

2016Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning148 cited

2019Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety142 cited

2018The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching138 cited

2021Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills137 cited

2017Perceptions of senior-year ELT students for flipped classroom: a materials development course132 cited

2019A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media131 cited

2020Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong127 cited

2019An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment126 cited