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How to cite this paper
APA: Aljermawi, H., Ayasrah, F., Al-Said, K., Abualnadi, H & Alhosani, Y. (2024). The effect of using flipped learning on student achievement and measuring their attitudes towards learning through it during the corona pandemic period. International Journal of Data and Network Science, 8(1), 243-254.
Chicago/Turabian: Aljermawi, H., Ayasrah, F., Al-Said, K., Abualnadi, H & Alhosani, Y. 2024. "The effect of using flipped learning on student achievement and measuring their attitudes towards learning through it during the corona pandemic period." International Journal of Data and Network Science 8, no. 1 (2024): 243-254.
AMA: Aljermawi, H., Ayasrah, F., Al-Said, K., Abualnadi, H & Alhosani, Y. The effect of using flipped learning on student achievement and measuring their attitudes towards learning through it during the corona pandemic period. International Journal of Data and Network Science. 2024;8(1):243-254.
References
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Cevikbas, M., & Kaiser, G. (2020). El aula invertida como un enfoque orientado a la reforma para la enseñanza de las matemáticas. Educación Matemática ZDM, 52, 1291–1305.
Cheng, Congbin, Sayed Fayaz Ahmad, Muhammad Irshad, Ghadeer Alsanie, Yasser Khan, Ahmad Y. A. Bani Ahmad (Ayassrah), and Abdu Rahman Aleemi. 2023. "Impact of Green Process Innovation and Productivity on Sustainability: The Moderating Role of Environmental Awareness" Sustainability 15, no. 17: 12945. https://doi.org/10.3390/su151712945
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729–732.
Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM Math. Educ. 52 (7), 1223–1242 (2020).
Collado-Valero, J., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), 5336.
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275.
ElSaheli-Elhage, R. (2021). Access to students and parents and levels of preparedness of educators during the COVID-19 emergency transition to e-learning. International Journal on Studies in Education (IJonSE), 3(2), 61–69.
EROL ŞAHİN, A. (2020). Using the flipped classroom model in the history course: A learning experience. International Journal of Educational Methodology, 6(1).
Gencer, B. G., Gurbulak, N., & Adiguzel, T. (2014). A new approach in learning and teaching: The Flipped Classroom. Proceedings of International Teacher Education Conference, 881–888.
Goksu, D. Y., & Duran, V. (2020). Flipped Classroom Model in the Context of Distant Training. Research Highlights in Education and Science.
Guraya, S. (2020). Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation. Journal of Taibah University Medical Sciences, 15(4), 253.
Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS One, 15(8), e0238162.
Karadag, R., & Keskin, S. S. (2017). The effects of flipped learning approach on the academic achievement and attitudes of the students. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(6), 158–168.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173.
Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189–204.
Liu, Y.-Q., Li, Y.-F., Lei, M.-J., Liu, P.-X., Theobald, J., Meng, L.-N., Liu, T.-T., Zhang, C.-M., & Jin, C.-D. (2018). Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis. Frontiers of Nursing, 5(4), 317–329.
Miller, A. (2012). Five best practices for the flipped classroom. flipped classroom.
Monzonis, N. C., Mendez, V. G., Ariza, A. C., & Magana, E. C. (2021). Flipped classroom in COVID-19 times: a cross-talking perspective. Ijeri-International Journal of Educational Research and Innovation, 326–341.
Mulyanti, B., Purnama, W., & Pawinanto, R. E. (2020). Distance learning in vocational high schools during the covid-19 pandemic in West Java province, Indonesia. Indonesian Journal of Science and Technology, 271–282.
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3).
Seaman, G., & Gaines, N. (2013). Leveraging digital learning systems to flip classroom instruction. Journal of Modern Teacher Quarterly, 1, 25–27.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.
Slater, C. E., & Cusick, A. (2017). Factors related to self-directed learning readiness of students in health professional programs: A scoping review. Nurse Education Today, 52, 28–33.
Smith, E., & Boscak, A. (2021). A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic. Emergency Radiology, 28(3), 445–452.
Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147, 103789.
Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 7.
Wang, C., Ahmad, S. F., Ayassrah, A. Y. B. A., Awwad, E. M., Irshad, M., Ali, Y. A., ... & Han, H. (2023). An empirical evaluation of technology acceptance model for Artificial Intelligence in E-commerce. Heliyon, 9(8).
Ugwoke, E. O., Edeh, N. I., & Ezemma, J. C. (2018). Effect of flipped classroom on learning management systems and face-to-face learning environments on students’ gender, interest and achievement in accounting. Library Philosophy and Practice, 0_1.
Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75–88.
Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon.
Zownorega, S. J. (2013). Effectiveness of flipping the classroom in a honors level, mechanics-based physics class.
Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225–235.
Ahmady, S., Shahbazi, S., & Heidari, M. (2020). Transition to Virtual Learning During the Coronavirus Disease–2019 Crisis in Iran: Opportunity Or Challenge? Disaster Medicine and Public Health Preparedness, 14(3), e11–e12.
Al-Rahmi, W. M., Yahaya, N., Alturki, U., Alrobai, A., Aldraiweesh, A. A., Omar Alsayed, A., & Kamin, Y. Bin. (2020). Social media–based collaborative learning: The effect on learning success with the moderating role of cyberstalking and cyberbullying. Interactive Learning Environments, 1–14.
Ardan, M., Rahman, F. F., & Geroda, G. B. (2020). The influence of physical distance to student anxiety on COVID-19, Indonesia. Journal of Critical Reviews, 7(17), 1126–1132.
Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students. Medicine, 100(7).
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Bristol, T. (2014). Flipping the classroom.
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1–9.
Cevikbas, M., & Kaiser, G. (2020). El aula invertida como un enfoque orientado a la reforma para la enseñanza de las matemáticas. Educación Matemática ZDM, 52, 1291–1305.
Cheng, Congbin, Sayed Fayaz Ahmad, Muhammad Irshad, Ghadeer Alsanie, Yasser Khan, Ahmad Y. A. Bani Ahmad (Ayassrah), and Abdu Rahman Aleemi. 2023. "Impact of Green Process Innovation and Productivity on Sustainability: The Moderating Role of Environmental Awareness" Sustainability 15, no. 17: 12945. https://doi.org/10.3390/su151712945
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729–732.
Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM Math. Educ. 52 (7), 1223–1242 (2020).
Collado-Valero, J., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), 5336.
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275.
ElSaheli-Elhage, R. (2021). Access to students and parents and levels of preparedness of educators during the COVID-19 emergency transition to e-learning. International Journal on Studies in Education (IJonSE), 3(2), 61–69.
EROL ŞAHİN, A. (2020). Using the flipped classroom model in the history course: A learning experience. International Journal of Educational Methodology, 6(1).
Gencer, B. G., Gurbulak, N., & Adiguzel, T. (2014). A new approach in learning and teaching: The Flipped Classroom. Proceedings of International Teacher Education Conference, 881–888.
Goksu, D. Y., & Duran, V. (2020). Flipped Classroom Model in the Context of Distant Training. Research Highlights in Education and Science.
Guraya, S. (2020). Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation. Journal of Taibah University Medical Sciences, 15(4), 253.
Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS One, 15(8), e0238162.
Karadag, R., & Keskin, S. S. (2017). The effects of flipped learning approach on the academic achievement and attitudes of the students. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(6), 158–168.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173.
Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189–204.
Liu, Y.-Q., Li, Y.-F., Lei, M.-J., Liu, P.-X., Theobald, J., Meng, L.-N., Liu, T.-T., Zhang, C.-M., & Jin, C.-D. (2018). Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis. Frontiers of Nursing, 5(4), 317–329.
Miller, A. (2012). Five best practices for the flipped classroom. flipped classroom.
Monzonis, N. C., Mendez, V. G., Ariza, A. C., & Magana, E. C. (2021). Flipped classroom in COVID-19 times: a cross-talking perspective. Ijeri-International Journal of Educational Research and Innovation, 326–341.
Mulyanti, B., Purnama, W., & Pawinanto, R. E. (2020). Distance learning in vocational high schools during the covid-19 pandemic in West Java province, Indonesia. Indonesian Journal of Science and Technology, 271–282.
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3).
Seaman, G., & Gaines, N. (2013). Leveraging digital learning systems to flip classroom instruction. Journal of Modern Teacher Quarterly, 1, 25–27.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.
Slater, C. E., & Cusick, A. (2017). Factors related to self-directed learning readiness of students in health professional programs: A scoping review. Nurse Education Today, 52, 28–33.
Smith, E., & Boscak, A. (2021). A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic. Emergency Radiology, 28(3), 445–452.
Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147, 103789.
Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 7.
Wang, C., Ahmad, S. F., Ayassrah, A. Y. B. A., Awwad, E. M., Irshad, M., Ali, Y. A., ... & Han, H. (2023). An empirical evaluation of technology acceptance model for Artificial Intelligence in E-commerce. Heliyon, 9(8).
Ugwoke, E. O., Edeh, N. I., & Ezemma, J. C. (2018). Effect of flipped classroom on learning management systems and face-to-face learning environments on students’ gender, interest and achievement in accounting. Library Philosophy and Practice, 0_1.
Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75–88.
Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon.
Zownorega, S. J. (2013). Effectiveness of flipping the classroom in a honors level, mechanics-based physics class.