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Flipped learning, ICT, teaching innovation, teaching methods, educational research, quantitative analysis
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. https://bit.ly/3v16x13
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach every student in every class every day. ISTE.
Bollen, K.A. (1989). Structural equations with latent variables. John Wiley y Sons. http://doi.org/10.1002/9781118619179
Byrne, B.M. (2013). Structural equation modeling with AMOS: Basic concepts, applications, and programming, second edition multivariate applications series. Taylor & Francis. https://doi.org/10.4324/9780203805534
Cabero, J., & Llorente, M.C. (2015). Tecnologías de la Información y la Comunicación (TIC): Escenarios formativos y teorías del aprendizaje. Revista Lasallista de Investigación, 12(2), 186-193. https://doi.org/10.22507/rli.v12n2a19
Cabero, J., Arancibia, M.L., & Del-Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33. https://doi.org/10.7821/naer.2019.1.327
Chou, C.L., Hung, M.L., Tsai, C.W., & Chang, Y.C. (2019). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4), 1420-1435. https://doi.org/10.1111/bjet.12895
Cid, A.S., Guede, R., & Tolmos, P. (2018). La clase invertida en la formación inicial del profesorado: Acercando la realidad del aula de matemáticas. Bordón, 70(3), 77-93. https://doi.org/10.13042/bordon.2018.64127
Demanet, J., & Van-Houtte, M. (2012). Teachers’ attitudes and students’ opposition: School misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28(6), 860-869. https://doi.org/10.1016/j.tate.2012.03.008
Díez-Gutiérrez, E., & Díaz-Nafría, J.M. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 54, 49-58. https://doi.org/10.3916/C54-2018-05
Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-020-10394-y
El-Miedany, Y. (2019). Flipped learning. Rheumatology Teaching, 285-303. https://doi.org/10.1007/978-3-319-98213-7_15
Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
Fernández, F.J., Fernández, M.J., & Rodríguez, J.M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educxx1.17907
Froehlich, D.E. (2018). Non-technological learning environments in a technological world: Flipping comes to the aid. Journal of New Approaches in Educational Research, 7(2), 88-92. https://doi.org/10.7821/naer.2018.7.304
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K.M. (2013). A white paper based on the literature review titled a review of flipped learning. Pearson. https://bit.ly/3dz1m0h
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. https://doi.org/10.1016/j.learninstruc.2016.07.001
Hernández, R., Fernández, C., & Baptista, M.P. (2014). Metodología de la investigación. McGraw Hill. https://bit.ly/38h2swc
Hwang, G.J., Chang, S.C., Song, Y., & Hsieh, M.C. (2020). Powering up flipped learning: An online learning environment with a concept map?guided problem?posing strategy. Journal of Computer Assisted Learning, 1-17. https://doi.org/10.1111/jcal.12499
Joo, Y.J., Joung, S., & Sim, W.J. (2011). Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities. Computers in Human Behavior, 27(2), 714-722. https://doi.org/10.1016/j.chb.2010.09.007
Jovanovi?, J., Gaševi?, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74-85. https://doi.org/10.1016/j.iheduc.2017.02.001
Jurado, P., Moreno-Guerrero, A.J., Marín-Marín, J.A., & Soler, R. (2020). The term equity in education: A literature review with scientific mapping in web of science. International Journal of Environmental Research and Public Health, 17(10), 1-17. https://doi.org/10.3390/ijerph17103526
Karabulut-Ilgu, A., Jaramillo, N., & Jahren, C.T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411. https://doi.org/10.1111/bjet.12548
Khan, I.U., Hameed, Z., Yu, Y., Islam, T., Sheikh, Z., & Khan, S.U. (2018). Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory. Telematics and Informatics, 35(4), 964-978. https://doi.org/10.1016/j.tele.2017.09.009
Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65, 427-453. https://doi.org/10.1007/s11423-016-9502-1
Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal of Science Education and Technology, 25(5), 775-781. https://doi.org/10.1007/s10956-016-9634-4
Lin, H.C., Hwang, G.J., & Hsu, Y.D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions. Computers & Education, 139, 207-221. https://doi.org/10.1016/j.compedu.2019.05.014
Long, T., Cummins, J., & Waugh, M. (2016). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200. https://doi.org/10.1007/s12528-016-9119-8
López, M., & Bernal, C. (2019). El perfil del profesorado en la Sociedad Red: reflexiones sobre la competencia digital de los y las estudiantes en Educación de la Universidad de Cádiz. IJERI, 11, 83-100. https://bit.ly/2LIr8F0
MacLeod, J., Yang, H.H., Zhu, S., & Shi, Y. (2017). Technological factors and student-to-student connected classroom climate in cloud classrooms. Journal of Educational Computing Research, 56(6), 826-847. https://doi.org/10.1177/0735633117733999
Mardia, K.V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530, 519-530. https://doi.org/10.1093/biomet/57.3.519
Mengual-Andrés, S., López-Belmonte, J., Fuentes-Cabrera, A., & Pozo-Sánchez, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educación XX1, 23(1), 75-101. https://doi.org/10.5944/educxx1.23840
Ojando, E., Simon, J., Prats, M., Martinez, M., Santaolalla, E., & Torres, J. (2020). Evaluación de una experiencia formativa en Flipped Classroom para profesores universitarios de la Universidad Pontificia Comillas de Madrid. Aloma, 37(2), 53-61. https://doi.org/10.51698/aloma.2019.37.2.53-61
Santiago, R., & Bergmann, J. (2018). Aprender al revés. Flipped learning 3.0 y metodologías activas en el aula. Paidós Educación.
Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European physical education review, 26(1), 70-84. https://doi.org/10.1177/1356336X19826603
Shaw, H., Ellis, D.A., & Ziegler, F.V. (2018). The Technology Integration Model (TIM). Predicting the continued use of technology. Computers in Human Behavior, 83, 204-214. https://doi.org/10.1016/j.chb.2018.02.001
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56. https://doi.org/10.1080/0305764X.2019.1625867
Tang, T., Abuhmaid, A.M., Olaimat, M., Oudat, D.M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1-12. https://doi.org/10.1080/10494820.2020.1817761
Thai, N.T.T., De-Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best blend of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003
Tourón, J., & Santiago, R. (2015). El modelo flipped learning y el desarrollo del talento en la escuela=flipped learning model and the development of talent at school. Revista de educación, 368, 174-195. https://doi.org/10.4438/1988-592X-RE-2015-368-288
Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678-690. https://doi.org/10.17509/ijal.v8i3.15270
Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: Learning strategies across achievement levels and years. Medical Education Online, 25(1), 1-7. https://doi.org/10.1080/10872981.2019.1686949