Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Doi: 10.1080/07294360.2014.934336
Algarni, B., & Lortie-Forgues, H. (2022). An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia. British Journal of Educational Technology, 1-22. Doi: 10.1111/bjet.13250
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2019). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68, 1017–1051. Doi: 10.1007/s11423-019-09718-8
Badali, M., & Dehghani, M. (2021). Electronic flipped classroom on improving students' academic performance and motivation in the context of the COVID-19. Technology of Education Journal, 16(2), 413-422. [Persian]
Baird, J. A., Andrich, D., Hopfenbeck, N. T., & Stobart, G. (2017). Assessment and learning: fields apart. Assessment in Education: Principles, Policy & Practice, 24(3), 317-350. Doi: 10.1080/0969594X.2017.1319337.
Baker, J. W. (2000). The classroom flip: Using web course management tools to become the guide by the side. Paper presented at the 11th International Conference on College Teaching and Learning, Jacksonville, Florida Community College.
Beatty, I. D., & Gerace, W. J. (2009). Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology. Science Education and Technology, 18(2), 146–162. Doi: 10.1007/s10956-008-9140-4
Bergmann, J., & Sams, A. (2012). Flipping the classroom. Teach & Learning, 32(10), 42–43.
Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. ( 2021). To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of Educational Research, 91(6), 878 –918. Doi: 10.3102/00346543211019122
Burke, A. S., & Fedorek, B. (2017). Does “flipping” promote engagement? A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18, 11–24.
Caligaris, M., Rodríguez, G., & Laugero, L. (2016). A first experience of flipped classroom in numerical analysis. Procedia-Social and Behavioral Sciences, 217, 838–845. Doi: 10.1016/j.sbspro.2016.02.158
Chen, P. Y., & Hwang, G. J. (2018). An IRS-facilitated collective issue-quest approach to enhancing students’ learning achievement, self-regulation and collective efficacy in flipped classrooms. British Journal of Educational Technology, 50(4). 1996-2013. Doi: 10.1111/bjet.12690
Chen, Y., Wang, Y., Kinshuk., & Chen, N-Sh. (2014). Is flip enough? Or should we use the Flipped model instead?. Computers in Education, 79, 16-27. Doi: 10.1016/j.compedu.2014.07.004
Chou, C. P, Chen, K. W., & Hung C. J. (2021). A study on flipped learning concerning learning motivation and learning attitude in language learning. Front Psychology, 12, 753463. Doi: 10.3389/fpsyg.2021.753463
Crawford, T.H. (2017). Flipped learning influence on active learning and assessments in the postsecondary hospitality classroom: An action research study. (Doctoral dissertation). Capella University, United States of America.
Dujuan, W., & Jing, L. (2009). The lack of effectiveness in the prompt interactive response system (IRS) on the class and its measures. Presented at the International Conference On Computational Intelligence and Natural Computing, Wuhan, China.
Eryilmaz, M., & Cigdemoglu, C. (2018). Individual flipped learning, and cooperative flipped learning: Their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442. Doi: 10.1080/10494820.2018.1522652
Eugenia, M. N. G. (2018). Integrating self-regulation principles with flipped classroom pedagogy for first year university students. Computers & Education, 126, 65-74.
Fisher, R. L., LaFerriere, R., & Rixon, A. (2019). Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International, 27(5), 543-554. Doi: 10.1080/14703297.2019.1635904
Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92.
Heron, M., & Thompson, H. (2019). How do Trainee Teachers engage with a flipped learning approach? Digital Learning in Teacher Education, 35(2), 92-106. Doi: 10.1080/21532974.2019.1568326
Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology.
Educational Research Review, 33. 100393. Doi:
10.1016/j.edurev.2021.100393
Hwang, G. J., Chang, C. Y. (2020). Facilitating decision-making performances in nursing treatments: A contextual digital game-based flipped learning approach. Interactive Learning Environments, 1(16), 1049-4820. Doi:10.1080/10494820.2020.176539
Hwang, G. J., Yin, C. H., & Chu, H. C. (2019). The era of flipped learning: Promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems. Interactive Learning Environments, 27(8), 991-994. Doi: 10.1080/10494820.2019.1667150
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: Impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill.
Lang Test Asia, 12, 40.
Doi: 10.1186/s40468-022-00191-4
Karabulut-Ilgu, A., Jaramillo Cherrez, 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.
Khaknejad, H., & Mardakhoda Rudmajani F. (2019). Teaching in flipped class on the motivation of students' academic achievement in the English language course of the tenth grade in Rashtkhar. Journal of New Achievements in Humanities Studies, 2(15), 85-94. [Persian]
Kheirabadi, R. (2018). The impact of the flipped classroom model on teaching English grammar section at 10th grade of high school. Quarterly Journal of Educational Innovations, 16(64), 141-162.. [Persian]
Khoshnoodifar, M., Mohajerpour, R., Rahimi, E., Roshani, D., & Zarezadeh, Y. (2019). Comparison between the effects of flipped class and traditional methods of instruction on satisfaction, active participation, and learning level in a continuous medical education course for general practitioners. Scientific Journal of Kurdistan University of Medical Sciences, 24(1), 56-65. [Persian]
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353. Doi: 10.1016/S0747-5632(02)00057-2
Isohatala, J., Naykki, P., & Jarvela, S. (2019). Cognitive and socio- emotional interaction in collaborative learning: Exploring fluctuations in students’ participation. Scandinavian Journal of Educational Research, 64(6), 831-851. Doi: 10.1080/00313831.2019.1623310
Lai, T. L., Lin, T. F., & Yueh, H. P. (2018). The effectiveness of team-based flipped learning on a vocational high school economics classroom. Interactive Learning Environments, 28(1), 130-141. Doi: 10.1080/10494820.2018.1528284
Land, R., Rattray, J., & Vivian, P. (2014). Learning in the liminal space: A semiotic approach to threshold concepts.
Higher Education, 67, 199–217.
Doi: 10.1007/s10734-013-9705-x
Lee, M. K. (2018). Flipped classroom as an alternative future class model? Implications of South Korea’s social experiment. Educational Technology Research and Development, 66(3), 837–857. Doi: 10.1007/s11423-018-9587-9
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597–9. Doi: 10. 3928/ 01484 834- 20130 919- 03
Miyake, N., & Kirschner, P.A. (2014). The social and interactive dimensions of collaborative learning. In K. R. Sawyer (Ed.), the Cambridge handbook of the learning sciences (pp. 418–438). New York: Cambridge University Press.
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.
Olitsky, N. H., & Cosgrove, S. B. (2016). The better blend? Flipping the principles of microeconomics classroom. International Review of Economics Education, 21, 1–11. Doi: 10.1016/j.iree.2015.10.004
Overmyer, G.R. (2014). The flipped classroom model for college algebra: Effects on student achievement (Doctoral dissertation). Colorado State University. http://hdl. handel. net/ 10217/ 83800.
Piri, M., Sahebyar, H., & Sadollahi, A. (2018). The effect of flipped classroom on self-directed learning in English language class course. Technology of Education Journal, 12(2), 141-148. [Persian]
Poormahdi Golaki, S., Kamali, F., Bagherzadeh, R. Hajinejad, F., & Vahedparast, H. (2022). The effect of flipped classroom through near peer education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: A Solomon four-group design. BMC Medical Education, 22, 112-122. Doi: 10.1186/s12909-022-03144-w
Pourjamshidi, M., & Zangeneh, H. (2022). The study of students’ satisfaction with a flipped learning approach (FTA) during covid-19 from pedagogical flexibility (media, method & evaluation). Journal of Educational Sciences, 29(1), 203-220.
Doi: 10.22055/edus.2022.38558.3295.
Rasheed, R. A., Kamsin, A., Abdullah, N. A., Kakudi, A. H., Ali, A. S., Musa, A. S., & Yahaya, A. S. (2020). Self-regulated learning in flipped classrooms: A systematic literature review. International Journal of Information and Education Technology, 10(11), 848-853.
Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Mahwah, NJ: Lawrence Erlbaum Associates.
Rust, C. (2002). The impact of assessment on student learning: how can the research literature practically help to inform the development of departmental assessment strategies and learner-centered assessment practices?
Active Learning in Higher Education,
3(2), 145–158.
Doi: 10.1177/1469787402003002004
Sahebyar, H., Golmohammednezhad, G., & Barghi, I. (2019). Study of The effectiveness of flipped learning on reflective thinking of second grade high school students in Math. Journal of Innovation and Creativity in Human Science, 8(4), 33-62. [Persian]
Sáiz, M. S. I., Gómez, G. R., & Boud, D. (2020). The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education, 41(3), 400–413. Doi: 10.1080/02602938.2020.1828268
Salim, G., Abdolahi, N., & Safavi, A.K. (2021). A case study of assessing perceptions, experiences, collaborating quality, learning performance, and student satisfaction in a flipped classroom. Journal of Iranian Distance Education, 3(1), 100-116. [Persian]
Simko, T., Pinar, I., Pearson, A., Huang, J., Mutch, G., Patwary, A-S., Lui, M., Carberry, J., & Ryan, K. (2019). Flipped learning: A case study of enhanced student success. Australasian Journal of Engineering Education, 24(1), 35-47. Doi: 10.1080/22054952.2019.1617650
Sun, J. C. Y., & Lin, H. S. (2022). Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns.
Computers & Education, 180.104430.
Doi: 10.1016/j.compedu.2022.104430
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.
Tsao, Y. P., Yeh, W. Y., Hsu, T. F., Chow, L. H., Chen, W. C., Yang, Y. Y., Shulruf, B., Chen, C. H., & Cheng, H. M. (2022). Implementing a flipped classroom model in an evidence-based medicine curriculum for pre-clinical medical students: evaluating learning effectiveness through prospective propensity score-matched cohorts. International Journal of Educational Technology in Higher Education, 19(1), 15. Doi: 10.1186/s41239-022-00320-2
Van Alten, D. C. D., Phielix, C. H., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28,100281. Doi: 10.1016/j.edurev.2019.05.003
Vitta, J.P., & Al-Hoorie, A.H. (2020). The flipped classroom in second language learning: A meta-analysis.
Language Teaching Research. 1-25. Doi:
10.1177/1362168820981403
Zangeneh, H., & Pourjamshidei, M. (2022). The role of assessment based on collaborative learning activities on students' academic satisfaction and performance in virtual education: Assessment as learning. Educational Measurement and Evaluation Studies, 11(1), 73-102. DOI: 10.22034/ EMES.2022.546386.2338 [Persian]
Zou, D., Xie, H., Wang, F. L., & Kwan, R. (2020). Flipped learning with Wikipedia in higher education. Studies in Higher Education, 45(5), 1026-1045. Doi: 10.1080/03075079.2020.1750195