The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-03136-5.pdf
Reference99 articles.
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2. 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. https://doi.org/10.1080/07294360.2014.934336
3. Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
4. Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 363–370. https://doi.org/10.12973/ejmste/75415
5. AlJarrah, A., Thomas, M. K., & Shehab, M. (2018). Investigating temporal access in a flipped classroom: Procrastination persists. International Journal of Educational Technology in Higher Education, 15(1), 1–18. https://doi.org/10.1186/s41239-017-0083-9
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