The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels

Author:

Karabatak Songül,Polat Hakan

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Reference62 articles.

1. Acar, S. (2009). The effects of ARCS motivation strategies on learners academic succeses, permanances of learning, motivations and attitudes in web supported performance based learning. Unpublished PhD Thesis. Gazi University, Ankara, Turkey.

2. Acar, S., & Uslu, D. (2014). The effect of “e-learning system –virtual class” application on students motivation in web-based instruction. EJOVOC (Electronic Journal of Vocational Colleges), 4(2). https://doi.org/10.1501/OTAM_0000000385 .

3. Al, U., & Madran, R. O. (2004). Web-based distance education systems: Required features and standards. Bilgi Dünyası, 5(2), 259–271.

4. Arnone, M. P., & Small, R. V. (1999). Evaluating the motivational effectiveness of children's websites. Educational Technology, 39(2), 51–55.

5. Aşıksoy, G., & Özdamlı, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education, 12, 6.

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