Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology,46(6), 1133–1148.
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education,78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society,19(3), 134–142.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Proceedings of ASEE National Conference Proceedings, Atlanta, GA (vol. 30, pp. 1–18).
Brecht, H. (2012). Learning from online video lectures. Journal of Information Technology Education: Innovations in Practice,11, 227–250.
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE: Life Sciences Education,6(1), 9–20.
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education,54(4), 1222–1232.
Chen, Y., Wang, Y., & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education,79, 16–27.
Christopherson, K. M. (2011). Hardware or wetware: What are the possible interactions of pedagogy and technology in the classroom? Teaching of Psychology,38(4), 288–292.
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.
Day, J. A., & Foley, J. D. (2006). Evaluating a web lecture intervention in a human–computer interaction course. IEEE Transactions on Education,49(4), 420–431.
Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and achievements: A case study of design-based learning in a science context. Journal of Technology Education,19(2), 22–39.
Finkelstein, J. E. (2009). Learning in real time: Synchronous teaching and learning online. San Francisco: Wiley.
Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Journal of Educational Technology & Society,16(1), 356.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research,74(1), 59–109.
Garcia Sanchez, C., Castro, F., Gomez, J. I., Tenllado, C., Chaver, D., & Lopez-Orozco, J. A. (2012). OpenIRS-UCM: An open-source multi-platform for interactive response systems. In Proceedings of Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education (pp. 232–237). ACM.
Geist, M. J., Larimore, D., Rawiszer, H., & Al Sager, A. W. (2015). Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course. Nursing Education Perspectives,36(2), 114–115.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior,47(1), 109–114.
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of Proceedings of the first ACM conference on Learning@ scale conference (pp. 41–50). ACM.
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction,45, 61–71.
Hu, S., & Kuh, G. D. (2001). Computing experience and good practices in undergraduate education: Does the degree of campus wiredness matter? Education Policy Analysis Archives. https://doi.org/10.14507/epaa.v9n49.2001.
Hu, S., & Kuh, G. D. (2002). Being (dis) engaged in educationally purposeful activities: The influences of student and institutional characteristics. Research in Higher Education,43(5), 555–575.
Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education,55(3), 1080–1090.
Hwang, G.-J., & Chiu-Lin, L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive E-book-based flipped learning approach for math courses. Journal of Educational Technology & Society,20(1), 184.
Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice,5(2), 124–131.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education,14(1), ar5.
Karakostas, A., Adam, D., Kioutsiouki, D., & Demetriadis, S. (2014). A pilot study of QuizIt: The new android classroom response system. In: Proceedings of 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2014) (pp. 147–151). IEEE.
Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education,59(2), 619–627.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education,22, 37–50.
Laird, T. F. N., & Kuh, G. D. (2005). Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education,46(2), 211–233.
Lu, H., Jia, L., Gong, S.-H., & Clark, B. (2007). The relationship of Kolb learning styles, online learning behaviors and learning outcomes. Journal of Educational Technology & Society,10(4), 184–196.
McBride, C. (2015). Flipping advice for beginners: What I learned flipping undergraduate mathematics and statistics classes. Primus,25(8), 694–712.
McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., et al. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education,77(9), 196.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine,89(2), 236–243.
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education,15(1), 27.
Morris, L. V., Finnegan, C., & Wu, S.-S. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education,8(3), 221–231.
Nachmias, R. (2002). A research framework for the study of a campus-wide Web-based academic instruction project. The Internet and Higher Education,5(3), 213–229.
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.
Punie, Y. (2007). Learning Spaces: An ICT-enabled model of future learning in the Knowledge-based Society. European Journal of Education,42(2), 185–199.
Rafaeli, S., & Ravid, G. (1997). Online, web based learning environment for an information systems course: Access logs, linearity and performance. In Proceedings of ISECON (vol. 97, pp. 92–99). Citeseer.
Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology,44(4), 544–561. https://doi.org/10.1111/bjet.12057.
Redecker, C., & Punie, Y. (2013). The future of learning 2025: Developing a vision for change. Future Learning,2(1), 3–17.
Renninger, K. A., & Su, S. (2012). Interest and its development The Oxford handbook of human motivation (pp. 167–187). New York: Oxford University Press.
Richardson, J. T., Long, G. L., & Foster, S. B. (2004). Academic engagement in students with a hearing loss in distance education. Journal of Deaf Studies and Deaf Education,9(1), 68–85.
Richardson, J. C., & Newby, T. (2006). The role of students’ cognitive engagement in online learning. American Journal of Distance Education,20(1), 23–37.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education,17, 74–84.
Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business,84(2), 101–109.
Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching,59(2), 56–59.
Song, Y., Jong, M. S., Chang, M., & Chen, W. (2017). Guest editorial: “How” to design, implement and evaluate the flipped classroom? A synthesis. Educational Technology & Society,20(1), 180–183.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research,15(2), 171–193.
Sun, J. C.-Y., & Wu, Y.-T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. The International Review of Research in Open and Distributed Learning,17(1), 79–99.
Swan, K. (2003). Learning effectiveness online: What the research tells us. Elements of Quality Online Education, Practice and Direction,4(1), 13–47.
Trevino, L. K. (1990). Understanding managers’ media choices: A symbolic interactionist organizations and communication technology (p. 71). Thousand Oaks, CA: SAGE.
Tseng, Y.-H., Lee, L.-H., Chien, Y.-T., Chang, C.-Y., & Li, T.-Y. (2018). Multilingual short text responses clustering for mobile educational activities: A preliminary exploration. In Proceedings of Proceedings of the 5th Workshop on Natural Language Processing Techniques for Educational Applications (pp. 157–164).
Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education,114, 79–91.
Wei, C.-W., Chen, N.-S., & Kinshuk, (2012). A model for social presence in online classrooms. Educational Technology Research and Development,60(3), 529–545. https://doi.org/10.1007/s11423-012-9234-9.
Wu, P. H., Hwang, G. J., Milrad, M., Ke, H. R., & Huang, Y. M. (2012). An innovative concept map approach for improving students’ learning performance with an instant feedback mechanism. British Journal of Educational Technology,43(2), 217–232.
Yilmaz, M., Ren, J., Custer, S., & Coleman, J. (2010). Hands-on summer camp to attract K–12 students to engineering fields. IEEE Transactions on Education,53(1), 144–151.
Zaiane, O. R., & Luo, J. (2001). Towards evaluating learners’ behaviour in a web-based distance learning environment. In Proceedings of Advanced Learning Technologies, 2001. Proceedings. IEEE International Conference on (pp. 357–360). IEEE.