Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Flipped classrooms). Showing records 1 – 30 of 47 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


University of Georgia

1. Campbell, Christopher Douglas. The inverted classroom.

Degree: 2016, University of Georgia

 The purpose of this study was to evaluate the effectiveness of flipped instruction techniques in a collegiate class setting. We compared student learning between groups… (more)

Subjects/Keywords: Flipped Classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Campbell, C. D. (2016). The inverted classroom. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35697"

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Campbell, Christopher Douglas. “The inverted classroom.” 2016. Thesis, University of Georgia. Accessed May 06, 2021. http://hdl.handle.net/10724/35697".

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Campbell, Christopher Douglas. “The inverted classroom.” 2016. Web. 06 May 2021.

Vancouver:

Campbell CD. The inverted classroom. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 May 06]. Available from: http://hdl.handle.net/10724/35697".

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campbell CD. The inverted classroom. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35697"

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston University

2. Tran, Tom. Millennials in flipped classrooms.

Degree: MS, Physician Assistant Program, 2019, Boston University

 The flipped classroom structure is a new concept designed to accommodate current students in place of the traditional classroom structure. Instead of in-class lectures, students… (more)

Subjects/Keywords: Education; Flipped classrooms; Millennials; Physician assistant

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tran, T. (2019). Millennials in flipped classrooms. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/38733

Chicago Manual of Style (16th Edition):

Tran, Tom. “Millennials in flipped classrooms.” 2019. Masters Thesis, Boston University. Accessed May 06, 2021. http://hdl.handle.net/2144/38733.

MLA Handbook (7th Edition):

Tran, Tom. “Millennials in flipped classrooms.” 2019. Web. 06 May 2021.

Vancouver:

Tran T. Millennials in flipped classrooms. [Internet] [Masters thesis]. Boston University; 2019. [cited 2021 May 06]. Available from: http://hdl.handle.net/2144/38733.

Council of Science Editors:

Tran T. Millennials in flipped classrooms. [Masters Thesis]. Boston University; 2019. Available from: http://hdl.handle.net/2144/38733

3. Tolbert, Matthew. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.

Degree: 2020, University of Tennessee – Chattanooga

 For more than two centuries, traditional college instruction in America has relied upon the use of the lecture as the model for the college classroom… (more)

Subjects/Keywords: Active learning; Critical thinking; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tolbert, M. (2020). The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/634

Chicago Manual of Style (16th Edition):

Tolbert, Matthew. “The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed May 06, 2021. https://scholar.utc.edu/theses/634.

MLA Handbook (7th Edition):

Tolbert, Matthew. “The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.” 2020. Web. 06 May 2021.

Vancouver:

Tolbert M. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 May 06]. Available from: https://scholar.utc.edu/theses/634.

Council of Science Editors:

Tolbert M. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/634


Montana State University

4. Welde, Julie Marie. The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students.

Degree: MS, Graduate School, 2016, Montana State University

 Over the past few years, I have noticed a decrease in concentration, engagement, and participation in my classroom. It seemed that students were easily distracted… (more)

Subjects/Keywords: High school students; Chemistry; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Welde, J. M. (2016). The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10108

Chicago Manual of Style (16th Edition):

Welde, Julie Marie. “The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students.” 2016. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10108.

MLA Handbook (7th Edition):

Welde, Julie Marie. “The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students.” 2016. Web. 06 May 2021.

Vancouver:

Welde JM. The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10108.

Council of Science Editors:

Welde JM. The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10108


Montana State University

5. DuBrow, Daniel James. Enhancing the flipped physics classroom through the use of preflight questions.

Degree: MS, Graduate School, 2014, Montana State University

 Students in my sophomore honors physics course at Evanston Township High school appeared to have difficulty connecting the content they learned from my flipped classroom… (more)

Subjects/Keywords: Physics; Alternative education; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

DuBrow, D. J. (2014). Enhancing the flipped physics classroom through the use of preflight questions. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3546

Chicago Manual of Style (16th Edition):

DuBrow, Daniel James. “Enhancing the flipped physics classroom through the use of preflight questions.” 2014. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/3546.

MLA Handbook (7th Edition):

DuBrow, Daniel James. “Enhancing the flipped physics classroom through the use of preflight questions.” 2014. Web. 06 May 2021.

Vancouver:

DuBrow DJ. Enhancing the flipped physics classroom through the use of preflight questions. [Internet] [Masters thesis]. Montana State University; 2014. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3546.

Council of Science Editors:

DuBrow DJ. Enhancing the flipped physics classroom through the use of preflight questions. [Masters Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3546


Montana State University

6. Noblejas, Jeffrey J. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.

Degree: MS, Graduate School, 2014, Montana State University

 This study attempted to determine the effects of formative assessments in a flipped curriculum physics classroom. It looked at the effects on student achievement, student… (more)

Subjects/Keywords: Physics; Blended education; Students – Rating of; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Noblejas, J. J. (2014). The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3582

Chicago Manual of Style (16th Edition):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/3582.

MLA Handbook (7th Edition):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Web. 06 May 2021.

Vancouver:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Internet] [Masters thesis]. Montana State University; 2014. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582.

Council of Science Editors:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Masters Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582


Montana State University

7. Cornett, Johnnie Lynn. Blended learning in the science classroom.

Degree: MS, College of Letters & Science, 2017, Montana State University

 This investigation utilized a blended learning environment with technologically enhanced curriculum via G Suite for Education, Schoology, and GradeSpeed to enhance classroom instruction and analyzed… (more)

Subjects/Keywords: Blended learning; Middle school students; Computer-assisted instruction; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cornett, J. L. (2017). Blended learning in the science classroom. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13650

Chicago Manual of Style (16th Edition):

Cornett, Johnnie Lynn. “Blended learning in the science classroom.” 2017. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/13650.

MLA Handbook (7th Edition):

Cornett, Johnnie Lynn. “Blended learning in the science classroom.” 2017. Web. 06 May 2021.

Vancouver:

Cornett JL. Blended learning in the science classroom. [Internet] [Masters thesis]. Montana State University; 2017. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13650.

Council of Science Editors:

Cornett JL. Blended learning in the science classroom. [Masters Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13650


Montana State University

8. Smith, Amy. Effect of instructor-created videos of science content on student achievement.

Degree: MS, College of Letters & Science, 2017, Montana State University

 In this classroom research project students were exposed to teacher-created videos. The videos were created as a means for students to have materials that would… (more)

Subjects/Keywords: Audio-visual materials; Middle school students; Flipped classrooms; Academic achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, A. (2017). Effect of instructor-created videos of science content on student achievement. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13690

Chicago Manual of Style (16th Edition):

Smith, Amy. “Effect of instructor-created videos of science content on student achievement.” 2017. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/13690.

MLA Handbook (7th Edition):

Smith, Amy. “Effect of instructor-created videos of science content on student achievement.” 2017. Web. 06 May 2021.

Vancouver:

Smith A. Effect of instructor-created videos of science content on student achievement. [Internet] [Masters thesis]. Montana State University; 2017. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13690.

Council of Science Editors:

Smith A. Effect of instructor-created videos of science content on student achievement. [Masters Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13690


Montana State University

9. Vandehey, Amelia Margiree. How formative assessment supports student centered learning in a flipped science classroom.

Degree: MS, Graduate School, 2015, Montana State University

 Students in a flipped classroom environment use a variety of technology to access content information outside of the classroom and develop the skills while in… (more)

Subjects/Keywords: Science – Study and teaching; Blended learning; Education, Primary; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vandehey, A. M. (2015). How formative assessment supports student centered learning in a flipped science classroom. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9298

Chicago Manual of Style (16th Edition):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/9298.

MLA Handbook (7th Edition):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Web. 06 May 2021.

Vancouver:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Internet] [Masters thesis]. Montana State University; 2015. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298.

Council of Science Editors:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Masters Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298


Montana State University

10. O'Malley, Maryellen. Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students.

Degree: MS, Graduate School, 2015, Montana State University

 Evaluating the effectiveness of the flipped classroom method of instruction on high school senior AP Biology students was the focus of my action research project.… (more)

Subjects/Keywords: Biology; Blended learning; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

O'Malley, M. (2015). Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9285

Chicago Manual of Style (16th Edition):

O'Malley, Maryellen. “Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students.” 2015. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/9285.

MLA Handbook (7th Edition):

O'Malley, Maryellen. “Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students.” 2015. Web. 06 May 2021.

Vancouver:

O'Malley M. Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students. [Internet] [Masters thesis]. Montana State University; 2015. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9285.

Council of Science Editors:

O'Malley M. Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students. [Masters Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9285


Montana State University

11. Otruba, Sherry Ann. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.

Degree: MS, Graduate School, 2014, Montana State University

 The purpose of this study was to examine the effects of using screencasting of video lessons as homework followed by active learning strategies in class,… (more)

Subjects/Keywords: Chemistry; Blended education; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Otruba, S. A. (2014). The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3584

Chicago Manual of Style (16th Edition):

Otruba, Sherry Ann. “The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.” 2014. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/3584.

MLA Handbook (7th Edition):

Otruba, Sherry Ann. “The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.” 2014. Web. 06 May 2021.

Vancouver:

Otruba SA. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. [Internet] [Masters thesis]. Montana State University; 2014. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3584.

Council of Science Editors:

Otruba SA. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. [Masters Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3584


Montana State University

12. Tucker, Dina M. Investigating the efficacy of a flipped science classroom model.

Degree: MS, Graduate School, 2013, Montana State University

 An introductory honors level high school biology course was used to implement a flipped classroom model in the topic of biochemistry. Ten-minute lecture videos were… (more)

Subjects/Keywords: Biochemistry; Alternative education; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tucker, D. M. (2013). Investigating the efficacy of a flipped science classroom model. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8766

Chicago Manual of Style (16th Edition):

Tucker, Dina M. “Investigating the efficacy of a flipped science classroom model.” 2013. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/8766.

MLA Handbook (7th Edition):

Tucker, Dina M. “Investigating the efficacy of a flipped science classroom model.” 2013. Web. 06 May 2021.

Vancouver:

Tucker DM. Investigating the efficacy of a flipped science classroom model. [Internet] [Masters thesis]. Montana State University; 2013. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8766.

Council of Science Editors:

Tucker DM. Investigating the efficacy of a flipped science classroom model. [Masters Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8766


Montana State University

13. Wright, Lynda N. The impact of the flipped classroom on learning and problem solving of ninth grade biology students.

Degree: MS, Graduate School, 2015, Montana State University

 The students in my biology classes, like most students in today's world, struggle with problem solving skills and learning difficult biological concepts such as cell… (more)

Subjects/Keywords: High school students; Biology; Internet in education; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wright, L. N. (2015). The impact of the flipped classroom on learning and problem solving of ninth grade biology students. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10111

Chicago Manual of Style (16th Edition):

Wright, Lynda N. “The impact of the flipped classroom on learning and problem solving of ninth grade biology students.” 2015. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10111.

MLA Handbook (7th Edition):

Wright, Lynda N. “The impact of the flipped classroom on learning and problem solving of ninth grade biology students.” 2015. Web. 06 May 2021.

Vancouver:

Wright LN. The impact of the flipped classroom on learning and problem solving of ninth grade biology students. [Internet] [Masters thesis]. Montana State University; 2015. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10111.

Council of Science Editors:

Wright LN. The impact of the flipped classroom on learning and problem solving of ninth grade biology students. [Masters Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10111


Texas A&M University

14. Ditoro, Timothy Paul. Use of Synchronous Video to Deliver a Learner-centered Course at a Distance: A Mixed Methods Approach.

Degree: EdD, Curriculum and Instruction, 2020, Texas A&M University

 Foreign language courses that are delivered at a distance using synchronous video tend to be more instructor centered than learner centered. Based on literature indicating… (more)

Subjects/Keywords: online teaching; distance education; synchronous video; foreign language education; flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ditoro, T. P. (2020). Use of Synchronous Video to Deliver a Learner-centered Course at a Distance: A Mixed Methods Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/192255

Chicago Manual of Style (16th Edition):

Ditoro, Timothy Paul. “Use of Synchronous Video to Deliver a Learner-centered Course at a Distance: A Mixed Methods Approach.” 2020. Doctoral Dissertation, Texas A&M University. Accessed May 06, 2021. http://hdl.handle.net/1969.1/192255.

MLA Handbook (7th Edition):

Ditoro, Timothy Paul. “Use of Synchronous Video to Deliver a Learner-centered Course at a Distance: A Mixed Methods Approach.” 2020. Web. 06 May 2021.

Vancouver:

Ditoro TP. Use of Synchronous Video to Deliver a Learner-centered Course at a Distance: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2020. [cited 2021 May 06]. Available from: http://hdl.handle.net/1969.1/192255.

Council of Science Editors:

Ditoro TP. Use of Synchronous Video to Deliver a Learner-centered Course at a Distance: A Mixed Methods Approach. [Doctoral Dissertation]. Texas A&M University; 2020. Available from: http://hdl.handle.net/1969.1/192255


Montana State University

15. Tully, Donna Raquel. The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom.

Degree: MS, Graduate School, 2014, Montana State University

 In this classroom research project, students in four high school biology classes were studied over the course of five units for the effects of a… (more)

Subjects/Keywords: Biology; Blended learning; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tully, D. R. (2014). The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3600

Chicago Manual of Style (16th Edition):

Tully, Donna Raquel. “The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom.” 2014. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/3600.

MLA Handbook (7th Edition):

Tully, Donna Raquel. “The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom.” 2014. Web. 06 May 2021.

Vancouver:

Tully DR. The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom. [Internet] [Masters thesis]. Montana State University; 2014. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3600.

Council of Science Editors:

Tully DR. The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom. [Masters Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3600


Montana State University

16. Waverka, Kristin N. The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom.

Degree: MS, Graduate School, 2016, Montana State University

 The focus of this classroom research project was to determine the effectiveness of concept checks in effort to overcome the obstacle of the current watered-down… (more)

Subjects/Keywords: High school students; Chemistry; Concept learning; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Waverka, K. N. (2016). The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10107

Chicago Manual of Style (16th Edition):

Waverka, Kristin N. “The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom.” 2016. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10107.

MLA Handbook (7th Edition):

Waverka, Kristin N. “The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom.” 2016. Web. 06 May 2021.

Vancouver:

Waverka KN. The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10107.

Council of Science Editors:

Waverka KN. The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10107


University of Georgia

17. King, Brenda Kay. Perspectives on a flipped mathematics classroom.

Degree: 2015, University of Georgia

 Many administrators and teachers have adopted flipped classrooms in their schools without specific knowledge of what is happening in the classroom or what opportunities flipped(more)

Subjects/Keywords: self-regulation; diversification; student support and accommodation; instructional delivery options; inverted classrooms; backward classrooms; flipped classrooms; digital input forms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

King, B. K. (2015). Perspectives on a flipped mathematics classroom. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/33140

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

King, Brenda Kay. “Perspectives on a flipped mathematics classroom.” 2015. Thesis, University of Georgia. Accessed May 06, 2021. http://hdl.handle.net/10724/33140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

King, Brenda Kay. “Perspectives on a flipped mathematics classroom.” 2015. Web. 06 May 2021.

Vancouver:

King BK. Perspectives on a flipped mathematics classroom. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 May 06]. Available from: http://hdl.handle.net/10724/33140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

King BK. Perspectives on a flipped mathematics classroom. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/33140

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


RMIT University

18. Abdul Kader, H. The potential of flipped classroom pedagogical practice on classroom interactions in Singapore primary classrooms.

Degree: 2018, RMIT University

 As we move further into the 21st Century, the call for education systems to equip students with skills such as communication and collaboration grow louder.… (more)

Subjects/Keywords: Fields of Research; Flipped Classroom; Communication and collaboration; Singapore primary classrooms; Large classes; Classroom interactions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Abdul Kader, H. (2018). The potential of flipped classroom pedagogical practice on classroom interactions in Singapore primary classrooms. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:162387

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Abdul Kader, H. “The potential of flipped classroom pedagogical practice on classroom interactions in Singapore primary classrooms.” 2018. Thesis, RMIT University. Accessed May 06, 2021. http://researchbank.rmit.edu.au/view/rmit:162387.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Abdul Kader, H. “The potential of flipped classroom pedagogical practice on classroom interactions in Singapore primary classrooms.” 2018. Web. 06 May 2021.

Vancouver:

Abdul Kader H. The potential of flipped classroom pedagogical practice on classroom interactions in Singapore primary classrooms. [Internet] [Thesis]. RMIT University; 2018. [cited 2021 May 06]. Available from: http://researchbank.rmit.edu.au/view/rmit:162387.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Abdul Kader H. The potential of flipped classroom pedagogical practice on classroom interactions in Singapore primary classrooms. [Thesis]. RMIT University; 2018. Available from: http://researchbank.rmit.edu.au/view/rmit:162387

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

19. Marlowe, Cara A. The effect of the flipped classroom on student achievement and stress.

Degree: MS, Graduate School, 2012, Montana State University

 In this investigation, the effect of the flipped classroom and associated differentiation was studied to measure the impact on student achievement and student stress levels.… (more)

Subjects/Keywords: Science – Study and teaching; Academic achievement; Ability grouping in education; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1790

Chicago Manual of Style (16th Edition):

Marlowe, Cara A. “The effect of the flipped classroom on student achievement and stress.” 2012. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1790.

MLA Handbook (7th Edition):

Marlowe, Cara A. “The effect of the flipped classroom on student achievement and stress.” 2012. Web. 06 May 2021.

Vancouver:

Marlowe CA. The effect of the flipped classroom on student achievement and stress. [Internet] [Masters thesis]. Montana State University; 2012. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1790.

Council of Science Editors:

Marlowe CA. The effect of the flipped classroom on student achievement and stress. [Masters Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1790


Montana State University

20. Rice, Jocelyn Mandy. An investigation of four remediation techniques in the science classroom.

Degree: MS, College of Letters & Science, 2018, Montana State University

 The goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included… (more)

Subjects/Keywords: Remedial teaching; High school students; Audio-visual materials; Concept mapping; Notebooks; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rice, J. M. (2018). An investigation of four remediation techniques in the science classroom. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14804

Chicago Manual of Style (16th Edition):

Rice, Jocelyn Mandy. “An investigation of four remediation techniques in the science classroom.” 2018. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/14804.

MLA Handbook (7th Edition):

Rice, Jocelyn Mandy. “An investigation of four remediation techniques in the science classroom.” 2018. Web. 06 May 2021.

Vancouver:

Rice JM. An investigation of four remediation techniques in the science classroom. [Internet] [Masters thesis]. Montana State University; 2018. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14804.

Council of Science Editors:

Rice JM. An investigation of four remediation techniques in the science classroom. [Masters Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14804


Montana State University

21. Shawli, Ahmed. The effect of using weekly podcasts on students' learning.

Degree: MS, Graduate School, 2014, Montana State University

 In this project, the effect of flipping the classroom by the use of video casts was studied to measure its effectiveness on student learning outcomes… (more)

Subjects/Keywords: Science – Study and teaching; Blended learning; Homeschooling; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shawli, A. (2014). The effect of using weekly podcasts on students' learning. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3590

Chicago Manual of Style (16th Edition):

Shawli, Ahmed. “The effect of using weekly podcasts on students' learning.” 2014. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/3590.

MLA Handbook (7th Edition):

Shawli, Ahmed. “The effect of using weekly podcasts on students' learning.” 2014. Web. 06 May 2021.

Vancouver:

Shawli A. The effect of using weekly podcasts on students' learning. [Internet] [Masters thesis]. Montana State University; 2014. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3590.

Council of Science Editors:

Shawli A. The effect of using weekly podcasts on students' learning. [Masters Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3590


Montana State University

22. Burgess, Megan Annette. The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD.

Degree: MS, Graduate School, 2016, Montana State University

 Students who are diagnosed with Attention Deficit Hyperactive Disorder (ADHD) have difficulty concentrating for extended periods. This population is predisposed to a host of comorbidities… (more)

Subjects/Keywords: Computer-assisted instruction; Attention-deficit hyperactivity disorder; Chemistry; High school students; Flipped classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burgess, M. A. (2016). The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10033

Chicago Manual of Style (16th Edition):

Burgess, Megan Annette. “The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD.” 2016. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10033.

MLA Handbook (7th Edition):

Burgess, Megan Annette. “The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD.” 2016. Web. 06 May 2021.

Vancouver:

Burgess MA. The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10033.

Council of Science Editors:

Burgess MA. The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10033


University of Georgia

23. Er, Erkan. Understanding and supporting college students' help-seeking behavior.

Degree: 2017, University of Georgia

 Asking for help is a fundamental strategy that learners use to overcome barriers to learning in any context. The positive effects of help-seeking on student… (more)

Subjects/Keywords: Help-Seeking; Online Help-Seeking; Flipped Classrooms; Educational Design Research; Structural Equation Modeling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Er, E. (2017). Understanding and supporting college students' help-seeking behavior. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36731

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Er, Erkan. “Understanding and supporting college students' help-seeking behavior.” 2017. Thesis, University of Georgia. Accessed May 06, 2021. http://hdl.handle.net/10724/36731.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Er, Erkan. “Understanding and supporting college students' help-seeking behavior.” 2017. Web. 06 May 2021.

Vancouver:

Er E. Understanding and supporting college students' help-seeking behavior. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 May 06]. Available from: http://hdl.handle.net/10724/36731.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Er E. Understanding and supporting college students' help-seeking behavior. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36731

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Georgia State University

24. Ballard, Joy. From Discovery to Implementation of Organic Chemistry Learning Models in Secondary and Post-Secondary Classrooms.

Degree: PhD, Chemistry, 2019, Georgia State University

  Three projects will be discussed that shape my future as a science educator. Discovery of chemical probes as anti-cancer agents provided a deep chemistry… (more)

Subjects/Keywords: Small-Molecule Inhibitors; Green Chemistry; Engagement; Chemistry Attitudes; Learning Module; Flipped Classrooms; Community of Inquiry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ballard, J. (2019). From Discovery to Implementation of Organic Chemistry Learning Models in Secondary and Post-Secondary Classrooms. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/chemistry_diss/174

Chicago Manual of Style (16th Edition):

Ballard, Joy. “From Discovery to Implementation of Organic Chemistry Learning Models in Secondary and Post-Secondary Classrooms.” 2019. Doctoral Dissertation, Georgia State University. Accessed May 06, 2021. https://scholarworks.gsu.edu/chemistry_diss/174.

MLA Handbook (7th Edition):

Ballard, Joy. “From Discovery to Implementation of Organic Chemistry Learning Models in Secondary and Post-Secondary Classrooms.” 2019. Web. 06 May 2021.

Vancouver:

Ballard J. From Discovery to Implementation of Organic Chemistry Learning Models in Secondary and Post-Secondary Classrooms. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2021 May 06]. Available from: https://scholarworks.gsu.edu/chemistry_diss/174.

Council of Science Editors:

Ballard J. From Discovery to Implementation of Organic Chemistry Learning Models in Secondary and Post-Secondary Classrooms. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/chemistry_diss/174


Montana State University

25. Bostic, Lenora Ann. Chromebooks as learning tools in the science classroom.

Degree: MS, College of Letters & Science, 2017, Montana State University

 This action research study explored elements of interest during the implementation of a one-to-one Chromebook program in a 425 student public high school. In particular,… (more)

Subjects/Keywords: Laptop computers; High school students; Flipped classrooms; Computer-assisted instruction; Students – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bostic, L. A. (2017). Chromebooks as learning tools in the science classroom. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13631

Chicago Manual of Style (16th Edition):

Bostic, Lenora Ann. “Chromebooks as learning tools in the science classroom.” 2017. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/13631.

MLA Handbook (7th Edition):

Bostic, Lenora Ann. “Chromebooks as learning tools in the science classroom.” 2017. Web. 06 May 2021.

Vancouver:

Bostic LA. Chromebooks as learning tools in the science classroom. [Internet] [Masters thesis]. Montana State University; 2017. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13631.

Council of Science Editors:

Bostic LA. Chromebooks as learning tools in the science classroom. [Masters Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13631

26. Thobois Jacob, Laetitia. Les classes inversées en premier cycle universitaire : de la motivation initiale à l'autorégulation de l'apprentissage : Flipped classrooms in higher education : from initial motivation to self-regulated learning.

Degree: Docteur es, Sciences de l'éducation, 2018, Université de Strasbourg

Les classes inversées et renversée se sont depuis peu fait une place parmi les dispositifs pédagogiques. La classe inversée est un pari qui mise sur… (more)

Subjects/Keywords: Classe inversée; Classe renversée; Motivation; Apprentissage autorégulé; Autoévaluation; Flipped classrooms; Motivation; Self-regulated learning; Self-assessment; 371.3

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thobois Jacob, L. (2018). Les classes inversées en premier cycle universitaire : de la motivation initiale à l'autorégulation de l'apprentissage : Flipped classrooms in higher education : from initial motivation to self-regulated learning. (Doctoral Dissertation). Université de Strasbourg. Retrieved from http://www.theses.fr/2018STRAG048

Chicago Manual of Style (16th Edition):

Thobois Jacob, Laetitia. “Les classes inversées en premier cycle universitaire : de la motivation initiale à l'autorégulation de l'apprentissage : Flipped classrooms in higher education : from initial motivation to self-regulated learning.” 2018. Doctoral Dissertation, Université de Strasbourg. Accessed May 06, 2021. http://www.theses.fr/2018STRAG048.

MLA Handbook (7th Edition):

Thobois Jacob, Laetitia. “Les classes inversées en premier cycle universitaire : de la motivation initiale à l'autorégulation de l'apprentissage : Flipped classrooms in higher education : from initial motivation to self-regulated learning.” 2018. Web. 06 May 2021.

Vancouver:

Thobois Jacob L. Les classes inversées en premier cycle universitaire : de la motivation initiale à l'autorégulation de l'apprentissage : Flipped classrooms in higher education : from initial motivation to self-regulated learning. [Internet] [Doctoral dissertation]. Université de Strasbourg; 2018. [cited 2021 May 06]. Available from: http://www.theses.fr/2018STRAG048.

Council of Science Editors:

Thobois Jacob L. Les classes inversées en premier cycle universitaire : de la motivation initiale à l'autorégulation de l'apprentissage : Flipped classrooms in higher education : from initial motivation to self-regulated learning. [Doctoral Dissertation]. Université de Strasbourg; 2018. Available from: http://www.theses.fr/2018STRAG048

27. Alamry, Adel M. Flipped learning and self-regulated learning experiences in higher education : a qualitative case study.

Degree: 2017, Western Sydney University

 In flipped learning, traditional face-to-face lectures are replaced by the online delivery of material to be studied by students outside the classroom context. Class time… (more)

Subjects/Keywords: flipped classrooms; self-managed learning; education, higher; Australia; case studies; Thesis (Ph.D.) – Western Sydney University, 2017

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alamry, A. M. (2017). Flipped learning and self-regulated learning experiences in higher education : a qualitative case study. (Thesis). Western Sydney University. Retrieved from http://hdl.handle.net/1959.7/uws:45934

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alamry, Adel M. “Flipped learning and self-regulated learning experiences in higher education : a qualitative case study.” 2017. Thesis, Western Sydney University. Accessed May 06, 2021. http://hdl.handle.net/1959.7/uws:45934.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alamry, Adel M. “Flipped learning and self-regulated learning experiences in higher education : a qualitative case study.” 2017. Web. 06 May 2021.

Vancouver:

Alamry AM. Flipped learning and self-regulated learning experiences in higher education : a qualitative case study. [Internet] [Thesis]. Western Sydney University; 2017. [cited 2021 May 06]. Available from: http://hdl.handle.net/1959.7/uws:45934.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alamry AM. Flipped learning and self-regulated learning experiences in higher education : a qualitative case study. [Thesis]. Western Sydney University; 2017. Available from: http://hdl.handle.net/1959.7/uws:45934

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Swafford, Charles Eric. The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting.

Degree: MS, Graduate School, 2016, Montana State University

 With the increasing number of standardized tests and the resulting implications, the need for quality class time with students has become even more important. Several… (more)

Subjects/Keywords: High school students; Chemistry; Flipped classrooms

…learn by flipped classrooms, they perform about the same, or better on various evaluations… …evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-81… …vol70/num06/ Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx Hertz, M. (2012, July… …30/4/135 Toppo, G. (2011, October 7). 'Flipped' classrooms take… …story/ 2011-10-06/flipped-classrooms-virtual-teaching/50681482/1 27 APPENDICES 28… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Swafford, C. E. (2016). The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10096

Chicago Manual of Style (16th Edition):

Swafford, Charles Eric. “The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting.” 2016. Masters Thesis, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10096.

MLA Handbook (7th Edition):

Swafford, Charles Eric. “The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting.” 2016. Web. 06 May 2021.

Vancouver:

Swafford CE. The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10096.

Council of Science Editors:

Swafford CE. The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10096


Wayne State University

29. Alharthi, Majed Abdallah. Using Social Media In Flipped Classrooms In Saudi Universities: Faculty Members' Experiences.

Degree: PhD, Instructional Technology, 2018, Wayne State University

  Traditional education is no longer viable at the present time. In light of technological development and the adoption of a number of diverse technologies… (more)

Subjects/Keywords: Bonk and Zhang's R2D2 Model; Diversity of Technology Tools and Online Platforms; Flipped classroomS; Social Media; Students’ learning preferences; Theory of Multiple Intelligences; Social and Philosophical Foundations of Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alharthi, M. A. (2018). Using Social Media In Flipped Classrooms In Saudi Universities: Faculty Members' Experiences. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1908

Chicago Manual of Style (16th Edition):

Alharthi, Majed Abdallah. “Using Social Media In Flipped Classrooms In Saudi Universities: Faculty Members' Experiences.” 2018. Doctoral Dissertation, Wayne State University. Accessed May 06, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1908.

MLA Handbook (7th Edition):

Alharthi, Majed Abdallah. “Using Social Media In Flipped Classrooms In Saudi Universities: Faculty Members' Experiences.” 2018. Web. 06 May 2021.

Vancouver:

Alharthi MA. Using Social Media In Flipped Classrooms In Saudi Universities: Faculty Members' Experiences. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2021 May 06]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1908.

Council of Science Editors:

Alharthi MA. Using Social Media In Flipped Classrooms In Saudi Universities: Faculty Members' Experiences. [Doctoral Dissertation]. Wayne State University; 2018. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1908

30. Elakovich, Denise Marie. Does a student's use of self-regulation change in the flipped classroom?.

Degree: EdD, College of Education, Health & Human Development, 2018, Montana State University

 Many college freshmen are required to enroll in remedial math every semester as a result of low college placement exams with many of these students… (more)

Subjects/Keywords: Mathematics; Remedial teaching; College students; Flipped classrooms; Students – Attitudes

…student’s use of self-regulation skills. Lecture versus Flipped Model Classrooms Traditionally… …if the flipped classroom is an effective teaching method for students in a remedial math… …regulation. This study implemented a quasi-experimental design to compare students in a flipped… …students in the flipped classroom compared to students in the lecture classroom. A significant… …difference at ρ < .10 was found for math outcomes for students in the flipped classroom compared to… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Elakovich, D. M. (2018). Does a student's use of self-regulation change in the flipped classroom?. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14547

Chicago Manual of Style (16th Edition):

Elakovich, Denise Marie. “Does a student's use of self-regulation change in the flipped classroom?.” 2018. Doctoral Dissertation, Montana State University. Accessed May 06, 2021. https://scholarworks.montana.edu/xmlui/handle/1/14547.

MLA Handbook (7th Edition):

Elakovich, Denise Marie. “Does a student's use of self-regulation change in the flipped classroom?.” 2018. Web. 06 May 2021.

Vancouver:

Elakovich DM. Does a student's use of self-regulation change in the flipped classroom?. [Internet] [Doctoral dissertation]. Montana State University; 2018. [cited 2021 May 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14547.

Council of Science Editors:

Elakovich DM. Does a student's use of self-regulation change in the flipped classroom?. [Doctoral Dissertation]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14547

[1] [2]

.