Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom-Reference-Cited by-同舟云学术

Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom

Published:2020-01-01 Issue:1 Volume:7 Page:1835145
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Al-Abdullatif Ahlam Mohammed¹

Affiliation:

1. Department of Curriculum and Instruction, College of Education, King Faisal University, 400, Al-Hasa 31982, Saudi Arabia

Funder

was not supported by any financial support

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2020.1835145

Reference53 articles.

1. The flipped classroom: A review of its advantages and challenges

2. Evaluating visible learning: Mathematics teachers’ practices in technology-enhanced classrooms

3. Alamry, A. M. (2017) Flipped learning and self-regulated learning experiences in higher education: A qualitative case study [Unpublished PhD thesis]. Western Sydney University. https://researchdirect.westernsydney.edu.au/islandora/object/uws:45934/datastream/PDF/view

4. From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking

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