Acedo, M. (2013). Ten pros & cons of a flipped classroom. Retrieved August 24, 2017, from http://www.teachthought.com/uncategorized/10-pros-cons-flipped-classroom.
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108-121.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes,” Journal of Educational Psychology, 80 (3), 260-267.
Arnold-Garza, S. (2014). The flipped classroom: Assessing an innovative teaching model for effective & engaging library instruction. College & Research Libraries News, 75(1), 10-13.
Biabangard, I. (2010). Research methods in psychology and educational sciences. Tehran: Doran Press.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 120th ASEE National Conference and Exposition, Atlanta, GA (Paper ID 6219). Washington, DC: American Society for Engineering Education
Bouffard, T., & Couture, N. (2003). Motivational profile and academic achievement among students enrolled in different schooling tracks. Educational Studies, 29 (1), 19-34.
Boyer, A. (2013). The flipped classroom: Catering for difference. Teacher Learning Network, 20(1), 28-29.
Brahmi, F. A. (2008). Medical students’ perceptions of lifelong learning at India University school of medicine (Doctoral dissertation).
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. doi: 10.1080/09588221.2015.1111910.
Crowther, J. (2004). In and against lifelong learning: Flexibility and the corrosion of character. International Journal of Lifelong Education, 23(2), 125-136.
Dahlke, D. (2016). Article assessment of learning gains in a flipped biochemistry classroom. Biochemistry and Molecular Biology Education, 44(1), pp. 20–27. Calgary: Wiley Subscription Services, Inc., doi: 10.1002/bmb.20926.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
Driscoll, T., & Petty, K. (2014). Student-driven education with flipped learning & 20-time. In L. Kyei-Blankson, & E. Ntuli (Eds.), Practical applications & experiences in K-20 blended learning environments (pp.120-136). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-4912-5.ch009.
Duke, C., & Hinzen, H. (2014). University engagement and the post-2015 agenda. What are the roles and functions to support adult education and lifelong learning? Procedia-Social and Behavioral Sciences, 142, 29-35.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
Dweck, C. S., & Leggett, E.L. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95 (2), 256-273.
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103, 632-648.
Fraga, L. M., & Harmon, J. (2014). The flipped classroom model of learning in higher education: An investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1), 18-27.
Fulton, K. (2012). Upside down & inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
González-Gómez, D., Jeong, J. S., Airado Rodríguez, D., & Cañada-Cañada, F. (2016) Performance and perception in the flipped learning model: An Initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450–459. doi: 10.1007/s10956-016-9605-9.
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 38. doi:10.1186/s12909-018-1144.
Hoffman, E. (2014). Beyond the flipped classroom: Redesigning a research methods course for E3 instruction. Contemporary Issues in Education Research, 7(1), 51-62. doi:10.19030/cier.v7i1.8312.
Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2020). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research & Development, 39(4), 689-703.
Johnson, G. (2012). Students, please turn to YouTube for your assignment. Education Canada, 52(5), 16-18.
Karimi, S., Nasr, A.R., & Baghriyad, K. (2010). Lifelong learning life: The University’s approach in the 21st century. Isfahan, Isfahan University Publishing.
Knapper, C., & Cropley, A. J. (2000). Lifelong learning in higher education. London: Kogan page.
Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Journal of Educational Technology & Society, 20(1), 211–221.
Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 2332858419870489.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.
Lee, N., Lee, L. W., Kovel, J., & Lin, K. (2016). An Experimental study of student-centered pedagogies to teach math-related content knowledge in construction management education. International Journal of Construction Education and Research. Routledge, 8771(April), pp. 1–15. doi: 10.1080/15578771.2016.1141440.
Lemmer, C. (2013). A view from the flip side: Using the inverted classroom to enhance the legal information literacy of the international LL.M. student. Law Library Journal, 105(4), 461-491.
Lerang, M. S., Ertesvåg, S. K., & Havik, T. (2019). Perceived classroom interaction, goal orientation and their association with social and academic learning outcomes. Scandinavian Journal of Educational Research, 63(6), 913-934.
Loux, T. M., Varner, S. E., & VanNatta, M. (2016). Flipping an introductory biostatistics course: a case study of student attitudes and confidence. Journal of Statistics Education, 24(1), 1-7.
Mattis, K. V. (2015). Flipped classroom versus traditional textbook instruction: Assessing accuracy and mental effort at different levels of mathematical complexity. Technology, Knowledge and Learning. Springer Netherlands, 20(2), 231–248. doi: 10.1007/s10758-014-9238-0.
Mazur, E. (1991). Can we teach computers to teach? Computers in Physics, 5(1), 31-38. doi:10.1063/1.4822968.
Mennella, T. A. (2016). Comparing the efficacy of flipped vs. alternative active learning in a college genetics course comparing the efficacy of flipped vs . alternative active learning in a college genetics course flipped learning is a pedagogical approach to teaching and learning’. The American Biology Teacher, 78(6), 471–479. doi: 10.1525/abt.2016.78.6.471.THE.
Millard, E. (2012). Five reasons flipped classrooms work: Turning lectures into homework to boost student engagement & increase technology-fueled creativity. University Business, 15(11), 26-29.
Moos, D. C., & Bonde, C. (2016). Flipping the classroom: Embedding self-regulated learning prompts in videos. Technology, Knowledge and Learning, 21(2), 225–242. doi: 10.1007/s10758-015-9269-1.
Neroni, J., Meijs, C., Leontjevas, R., Kirschner, P. A., & De Groot, R. H. (2018). Goal orientation and academic performance in adult distance education. International Review of Research in Open and Distributed Learning, 19(2).
Özpinar, İ., Yenmez, A. A., & Gökçe, S. (2016). An application of flipped classroom method in the instructional technologies and material development course. Journal of Education and training Studies, 4(12), 213-226.
Pape, L., Sheehan, T., & Worrell, C. (2012). How to do more with less: Lessons from online learning. Learning & Leading with Technology, 39(6), 18-22.
Plante, I., O’Keefe, P., & The´oreˆt, M. (2012). The relation between achievement goal and expectancy-value theories in predicting achievement related outcomes: A test of four theoretical conceptions. Journal of Motivation and Emotion, 10(3), 1-14.
Radcliff, S., & Wong, E. Y. (2015). Evaluation of sources: a new sustainable approach’, Reference Services Review, 43(2), 231–250. Bradford: Emerald Group Publishing Limited. doi: 10.1108/RSR-09-2014-0041.
Rawthorne, L. J., & Elliot, A.J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3, 326–344.
Roebken, H. (2007). Multiple goals, satisfaction, and achievement in university undergraduate education: A student experience in the research University (SERU) project research paper. Research & Occasional Paper Series: CSHE. 2.07. Center for Studies in Higher Education.
Schunk, D. H. (2005). The educated of legacy of P. R. Pintrich. Journal of Educational Psychologist, 40 (2),85-94.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3th Ed.). NJ: Allyn & Bacon.
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute. Available at: www. Innosight institude.org.
Talbert, R. (2017). Flipped learning: A guide for higher education faculty. Sterling, VA: Stylus.
Taşçı, G., & Titrek, O. (2019). Evaluation of lifelong learning centers in higher education: a sustainable leadership perspective. Sustainability, 12(1), 1-18.
Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers and Education, 107, 113–126. doi: 10.1016/j.compedu.2017.01.003.
Turan, Z., & Goktas, Y. (2016). The Flipped classroom: Instructional efficiency and impact on achievement and cognitive load levels. Journal of E-Learning & Knowledge Society, 12(4), 51–62.
Valle, A., Cabanach, R. G., Núnez, J. C., González‐Pienda, J., Rodríguez, S., & Piñeiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73(1), 71-87.
White, C. B. (2005). Self-regulated learning and self-assessment in medical education: Is it all Latin to medical students? (Doctoral dissertation).
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35.
Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9-10), 907-921.