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Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model
16 references·1 citing·44 second hop
Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model (2018)Exploring the role of university students…Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015)Self-regulated learning strat…The experience of three flipped classrooms in an urban university: an exploration of design principles (2014)The experience of three flipp…Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools (2014)Enhancing socially shared reg…Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction (2013)Unpacking online learning exp…The Flipped Class (2013)The Flipped ClassStudents’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013)Students’ characteristics, se…Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom (2013)Pharmacy Student Engagement, …Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course (2013)Comparing the Effectiveness o…Upside down and inside out: Flip Your Classroom to Improve Student Learning. (2012)Upside down and inside out: F…Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)Flip Your Classroom: Reach Ev…Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction (2009)Students’ expectations of, an…Measuring self-regulation in online and blended learning environments (2008)Measuring self-regulation in …Becoming a Self-Regulated Learner: An Overview (2002)Becoming a Self-Regulated Lea…Academic studing and the development of personal skill: A self-regulatory perspective (1998)Academic studing and the deve…Editorial: Three types of interaction (1989)Editorial: Three types of int…Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Evaluating Structural Equatio…Design principles for supporting self-regulated learning in flipped classrooms: A systematic review (2024)Design principles for support…What Matters in College? Four Critical Years Revisited. (1994)Attaining Self-Regulation (2000)Principles and Practice of Structural Equation Modeling (2012)Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review (2017)The role of self-regulated learning in students' success in flipped undergraduate math courses (2017)Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis (2019)Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment (2000)Does Active Learning Work? A Review of the Research (2004)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course (2016)Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016)A systematic review of research on the flipped learning method in engineering education (2017)Alternative Ways of Assessing Model Fit (1992)Testing Structural Equation Models. (1994)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017)Four key challenges to the design of blended learning: A systematic literature review (2017)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)The Challenges of Online Learning: Supporting and Engaging the Isolated Learner (2017)Mapping research in student engagement and educational technology in higher education: a systematic evidence map (2020)Motivational and self-regulated learning components of classroom academic performance. (1990)Communities of practice learning, meaning, and identity (1999)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research (2017)Self-Efficacy: The Exercise of Control (1999)Handbook of Self-Regulation (2000)Problem-Based Learning: What and How Do Students Learn? (2004)Agency as a fourth aspect of students’ engagement during learning activities (2011)Handbook of Self-Regulation of Learning and Performance (2017)Significance tests and goodness of fit in the analysis of covariance structures. (1980)On the Evaluation of Structural Equation Models (1988)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)When to use and how to report the results of PLS-SEM (2018)The Role of Goal Orientation in Self-Regulated Learning (2000)Transforming gifts into talents: the DMGT as a developmental theory1 (2004)Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough (2005)Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2007)What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction (2007)The Flipped Classroom (2013)Enhancing Student Engagement Using the Flipped Classroom (2014)The flipped classroom: A review of its advantages and challenges (2018)
this work references cited by second hop

References

  • 1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error108,884 cited
  • 2002Becoming a Self-Regulated Learner: An Overview7,541 cited
  • 2012Flip Your Classroom: Reach Every Student in Every Class Every Day3,817 cited
  • 1989Editorial: Three types of interaction2,487 cited
  • 2015Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review1,689 cited
  • 2013Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course999 cited
  • 2014The experience of three flipped classrooms in an urban university: an exploration of design principles934 cited
  • 2008Measuring self-regulation in online and blended learning environments916 cited
  • 1998Academic studing and the development of personal skill: A self-regulatory perspective845 cited
  • 2013Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning779 cited
  • 2009Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction731 cited
  • 2012Upside down and inside out: Flip Your Classroom to Improve Student Learning.661 cited
  • 2013Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction475 cited

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2013
Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom
416 cited
  • 2014Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools373 cited
  • 2013The Flipped Class364 cited
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    • 2024Design principles for supporting self-regulated learning in flipped classrooms: A systematic review32 cited