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The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course
16 references·0 citing·57 second hop
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References

  • 2010The Essential Guide to Effect Sizes2,459 cited
  • 2013On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle.2,165 cited
  • 2020Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective1,460 cited
  • 2013The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning Strategies926 cited
  • 2019What Do We Mean by Blended Learning?888 cited
  • 2020Defining and Measuring Academic Success613 cited
  • 2019A systematic literature review on synchronous hybrid learning: gaps identified604 cited
  • 2015Assessment rubrics: towards clearer and more replicable design, research and practice340 cited
  • 2019Hybrid-Flexible Course Design292 cited
  • 2004“No significant distance” between face-to-face and online instruction: evidence from principles of economics230 cited
  • 2010Development of a ‘universal’ rubric for assessing undergraduates' scientific reasoning skills using scientific writing160 cited
  • 2011An evaluation of students’ perceptions and engagement with e-learning components in a campus based university154 cited
  • 2018What Matters in College Student Success? Determinants of College Retention and Graduation Rates.113 cited
  • 2014The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

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96 cited
  • 2013A blended model: simultaneously teaching a quantitative course traditionally, online, and remotely91 cited
  • 2019Challenges of Student Equity and Engagement in a HyFlex Course75 cited
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