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On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model
16 references·5 citing·43 second hop
On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model (2019)On the relationships between behaviors an…Using PLS path modeling in new technology research: updated guidelines (2016)Using PLS path modeling in ne…The use of flipped classrooms in higher education: A scoping review (2015)The use of flipped classrooms…Measuring student engagement in technology-mediated learning: A review (2015)Measuring student engagement …Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)Motivation and cognitive load…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)A new criterion for assessing…Self-Regulated Learning and Academic Achievement (2013)Self-Regulated Learning and A…Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course (2013)Comparing the Effectiveness o…The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012)The Measurement of Student En…Handbook of Research on Student Engagement (2012)Handbook of Research on Stude…Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (2011)Increased Structure and Activ…Student engagement with school: Critical conceptual and methodological issues of the construct (2008)Student engagement with schoo…The role of motivation in promoting and sustaining self-regulated learning (1999)The role of motivation in pro…Self-Regulated Learning and Academic Achievement: An Overview (1990)Self-Regulated Learning and A…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Evaluating Structural Equatio…Unlocking student engagement and achievement: The impact of leaderboard gamification in online formative assessment for engineering education (2024)Unlocking student engagement …Understanding what determines university students’ behavioral engagement in a group-based flipped learning context (2021)Understanding what determines…Synchronous online flip learning with formative gamification quiz: instruction during COVID-19 (2021)Synchronous online flip learn…Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review (2020)Self-Regulated Learning in Fl…The effects of gamified flipped instruction on learner performance and need satisfaction (2019)The effects of gamified flipp…Scoping studies: towards a methodological framework (2005)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)Flipped classroom improves student learning in health professions education: a meta-analysis (2018)The flipped classroom: A review of its advantages and challenges (2018)Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy (2023)A Handbook of Child Psychology (1932)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Handbook of Self-Regulation (2000)Revision of achievement goal theory: Necessary and illuminating. (2002)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Handbook of Self-Regulation of Learning and Performance (2017)Practical Meta-Analysis (2000)Does Active Learning Work? 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References

  • 1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error108,884 cited
  • 2014A new criterion for assessing discriminant validity in variance-based structural equation modeling38,283 cited
  • 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 2016Using PLS path modeling in new technology research: updated guidelines7,156 cited
  • 1990Self-Regulated Learning and Academic Achievement: An Overview3,677 cited
  • 2012Handbook of Research on Student Engagement3,048 cited
  • 2015The use of flipped classrooms in higher education: A scoping review2,151 cited
  • 2008Student engagement with school: Critical conceptual and methodological issues of the construct1,953 cited
  • 1999The role of motivation in promoting and sustaining self-regulated learning1,948 cited
  • 2014Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research1,854 cited
  • 2013Self-Regulated Learning and Academic Achievement1,295 cited
  • 2012The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments1,050 cited
  • 2015Measuring student engagement in technology-mediated learning: A review

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1,009 cited
  • 2013Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course999 cited
  • 2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology958 cited
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    • 2021Understanding what determines university students’ behavioral engagement in a group-based flipped learning context68 cited
    • 2020Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review57 cited
    • 2021Synchronous online flip learning with formative gamification quiz: instruction during COVID-1943 cited
    • 2024Unlocking student engagement and achievement: The impact of leaderboard gamification in online formative assessment for engineering education40 cited
    • 2019The effects of gamified flipped instruction on learner performance and need satisfaction35 cited