Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Google Scholar
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia.
Braun, I., Rittter, S., & Vasko, M. (2014). Inverted classroom by topic: A study in mathematics for electrical engineering students. International Journal of Engineering Pedagogy,4(3), 11–17. https://doi.org/10.3991/ijep.v4i3.3299 Article Google Scholar
Chiang, Y.-H., & Wang, H.-C. (2015). Effects of the in-flipped classroom on the learning environment of database engineering. International Journal of Engineering Education,31(2), 454–460. Google Scholar
Chuang, H.-H., Weng, C.-Y., & Chen, C.-H. (2018). Which students benefit most from a flipped classroom approach to language learning. British Journal of Educational Technology,49(1), 56–68. https://doi.org/10.1111/bjet.12530 Article Google Scholar
Filiz, O., & Kurt, A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research,5, 215–229. Google Scholar
Fisher, R., Perényi, Á., & Birdthistle, N. (2018). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education. https://doi.org/10.1177/1469787418801702 Article Google Scholar
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education,14, 181–190. https://doi.org/10.1186/1472-6920-14-181 Article Google Scholar
Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 65–84). Routledge. Google Scholar
Hadwin, A., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 83–106). Routledge. Google Scholar
Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record,113(2), 240–264. Article Google Scholar
Halili, S. H., Razak, R. A., & Zainuddin, Z. (2014). Enhancing collaborative learning in flipped classroom. Australian Journal of Basic and Applied Sciences,9(7), 147–149. Google Scholar
Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record,113(2), 350–374. Article Google Scholar
Jo, K. J., & Kim, J. D. (2016). Tendencies action of college students in flipped learning instruction. Journal of the Korea Entertainment Industry Association,10(4), 203–214. Article Google Scholar
Kalman, Y., & Blau, I. (2017, June). The implications of a national high-stakes MOOC on the business models of academic institutions, and on their faculty and students. Paper presented at the Annual Conference of the European Distance and E-learning Network (EDEN), Jönköping, Sweden.
Keengwe, J., Onchwari, G., & Oigara, J. N. (2014). Promoting active learning through the flipped classroom model. IGI Global. Book Google Scholar
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education,22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003 Article Google Scholar
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education,48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389 Article Google Scholar
Lee, H., Kang, S., & Kim, C. (2016). Analysis of the structural relationship among factors related to the effects of flipped learning. The Journal of Korean Association of Computer Education,19(1), 87–100. Google Scholar
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review,22, 50–73. https://doi.org/10.1016/j.edurev.2017.08.002 Article Google Scholar
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education,29, 179–200. https://doi.org/10.1007/s12528-016-9119-8 Article Google Scholar
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education,56, 430–435. https://doi.org/10.1109/TE.2013.2249066 Article Google Scholar
Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Conception D’apprentissage à L’aide De L’instruction En Classe Inversee,41, 1–26. https://doi.org/10.21432/T2PG7P Article Google Scholar
Pauli, R., Mohiyeddini, C., Bray, D., Michie, F., & Street, B. (2007). Individual differences in negative group work experiences in collaborative student learning. Educational Psychology,28(1), 1–15. https://doi.org/10.1080/01443410701413746 Article Google Scholar
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components in classroom academic performance. Journal of Educational Psychology,82(1), 33–40. Article Google Scholar
Popov, V., Brinkman, D., Biemans, H. J. A., Mulder, M., Kuznetsov, A., & Noroozi, O. (2012). Multicultural student group work in higher education. International Journal of Intercultural Relations,36, 302–317. https://doi.org/10.1016/j.ijintrel.2011.09.004 Article Google Scholar
Ross, J. A. (2008). Explanation giving and receiving in cooperative learning groups. In R. M. Gillies, A. Ashman, & J. Terwel (Eds.), The teacher’s role in implementing cooperative learning in the classroom (pp. 227–242). Springer. Google Scholar
Schunk, D. H. (2000). Learning theories: An educational perspective. Prentice-Hall. Google Scholar
Shibukawa, S., & Taguchi, M. (2019). Exploring the difficulty on students’ preparation and the effective instruction in the flipped classroom. Journal of Computing in Higher Education,31(2), 311–339. https://doi.org/10.1007/s12528-019-09220-3 Article Google Scholar
Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology,26(3), 347–358. https://doi.org/10.1007/s10956-016-9683-8 Article Google Scholar
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology,48(3), 713–729. https://doi.org/10.1111/bjet.12444 Article Google Scholar
Sun, Z. (2015). The role of self-regulation on students’ learning in an undergraduate flipped math class [Doctoral dissertation, Ohio State University]. ProQuest Dissertations and Theses Global.
Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), International handbook of collaborative learning (pp. 462–479). Taylor & Francis. Google Scholar
Wolters, C., Pintrich, P., & Karabenick, S. (2005). Assessing academic self-regulated learning. In K. Moore & L. Lippman (Eds.), What do children need to flourish? (pp. 251–270). Springer. Chapter Google Scholar
Wong, B. Y. L., & Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly,5, 228–240. https://doi.org/10.2307/1510290 Article Google Scholar
Yang, I., Lee, H., Lee, H., & Cho, H. (2009). The development of rubrics to assess scientific argumentation. Journal of the Korean Association for Science Education,29(2), 203–220. Google Scholar
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal,45(1), 166–183. https://doi.org/10.3102/0002831207312909 Article Google Scholar
Zimmerman, B. J., & Martinez-Pons, M. (1986). Developing a structured interview for assessing student use of self-regulated Learning Strategies. American Educational Research Journal,23(4), 614–628. https://doi.org/10.3102/00028312023004614 Article Google Scholar
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge. Google Scholar