Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
Addison, S., Wright, A., & Milner, R. (2009). Using clickers to improve student engagement and performance in an introductory biochemistry class. Biochemistry and Molecular Biology Education, 37(2), 84-91.
Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
Aronson, N., Arfstrom, K. M., & Tam, K. (2013). Flipped learning in higher education. Flipped Learning Network: http://www. flippedlearning. org/cms/lib07/VA01923112/Centricity/Domain/41/HigherEdWhitePaper% 20FINAL. Pdf
Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3), 146-151.
Atanasijevic-Kunc, M., Logar, V., Karba, R., Papic, M., & Kos, A. (2011). Remote multivariable control design using a competition game. IEEE Transactions on Education, 54(1), 97-103.
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia?. Journal of educational psychology, 96(3), 523.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. Cambridge university press.
Bandura, A. (1997). Self-efficacy: The exercise of control.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
Battisti, F., Boato, G., Carli, M., & Neri, A. (2011). Teaching multimedia data protection through an international online competition. IEEE Transactions on Education, 54(3), 381-386.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
Bergmann, J., Overmyer, J., & Wilie, B. (2013). The flipped class: What it is and what it is not. The Daily Riff.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9).
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110.
Blatchford, P., Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39(1-2), 153-172.
Brahimi, T., & Sarirete, A. (2015). Learning outside the classroom through MOOCs. Computers in Human Behavior, 51, 604-609.
Bristol, T. J. (2014). Educate, excite, engage. Teaching and Learning in Nursing, 9, 43-46.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87, 35-41.
Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education, 37(1), 73-88. 
Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514-526.
Chen, C. F., & Chen, F. S. (2010). Experience quality, perceived value, satisfaction and behavioral intentions for heritage tourists. Tourism management, 31(1), 29-35.
Chen, C. H., & Chiu, C. H. (2016). Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity. Computers & Education, 103, 99-113.
Chen, C. H., & Hwang, G. J. (2017). Effects of the Team Competition-Based Ubiquitous Gaming Approach on Students' Interactive Patterns, Collective Efficacy and Awareness of Collaboration and Communication. Journal of Educational Technology & Society, 20(1), 87.
Chen, L., Chen, T. L., & Chen, N. S. (2015). Students' perspectives of using cooperative learning in a flipped statistics classroom. Australasian Journal of Educational Technology, 31(6).
Chiang, T. H. C. (2017). Analysis of learning behavior in a flipped programing classroom adopting problem-solving strategies. Interactive Learning Environments, 25(2), 189-202.
Cho, M. H., & Kim, B. J. (2013). Students' self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 17, 69-75.
Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618-1627.
Costley, J., & Lange, C. H. (2017). Video lectures in e-learning: effects of viewership and media diversity on learning, satisfaction, engagement, interest, and future behavioral intention. Interactive Technology and Smart Education, 14(1), 14-30.
Darabi, A., & Jin, L. (2013). Improving the quality of online discussion: the effects of strategies designed based on cognitive load theory principles. Distance Education, 34(1), 21-36.
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. http://dx.doi. org/10.1007/s11423-013-9305-6.
Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. Elsevier Science, Inc., PO Box 945, Madison Square Station, New York, NY 10160-0757.
Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning, 3(1), 5-23.
Eichler, J. F., & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17(1), 197-208.
Elliot, A. J., Jury, M., & Murayama, K. (2017). Trait and Perceived Environmental Competitiveness in Achievement Situations. Journal of personality.
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
Flumerfelt, S., & Green, G. (2013). Using Lean in the Flipped Classroom for At Risk Students. Educational technology & society, 16(1), 356-366.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 39-50.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Fulton, K. (2012). Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning. Learning & Leading with Technology, 39(8), 12-17.
Gao, F. (2014). Exploring the use of discussion strategies and labels in asynchronous online discussion. Online Learning, 18(3).
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50.
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking.
Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of educational computing research, 17(4), 397-431.
Hadwin, A. F., & Winne, P. H. (2012). Promoting learning skills in undergraduate students. Enhancing the quality of learning: Dispositions, instruction, and mental structures, 201-227.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled A Review of Flipped Learning.
Harasim, L. (1989). On-line education: An new domain. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers, and distance education (pp. 50–62). Oxford:Pergamon Press.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2012). Using partial least squares path modeling in advertising research: basic concepts and recent issues. Handbook of research on international advertising, 252.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341.
Hibbard, L., Sung, S., & Wells, B. (2015). Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence. Journal of Chemical Education, 93(1), 24-30.
Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30-42.
Hirumi, A. (2006). Analysing and designing e-learning interactions. Interactions in online education: Implications for theory and practice, 46-71.
Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459-1468.
Hou, H. T., Chang, K. E., & Yao-Ting, S. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Journal of Educational Technology & Society, 11(1).
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
Icard, S. B. (2014). Educational technology best practices. International Journal of instructional technology and distance learning, 11(3), 37-41.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379.
Johnson, R. T., & Johnson, D. W. (1986). Cooperative learning in the science classroom. Science and children, 24, 31-32.
Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1985). Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. Journal of Educational Psychology, 77(6), 668.
Jung, D. I., & Sosik, J. J. (2002). Transformational leadership in work groups the role of empowerment, cohesiveness, and collective-efficacy on perceived group performance. Small group research, 33(3), 313-336.
Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competencies for the implementation of collaborative learning in the classroom: a framework and research review. Educational Psychology Review, 27(3), 505-536.
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819-827.
Kennedy, G. E., & Cutts, Q. I. (2005). The association between students' use of an electronic voting system and their learning outcomes. Journal of Computer Assisted Learning, 21(4), 260-268.
Khanova, J., Roth, M. T., Rodgers, J. E., & McLaughlin, J. E. (2015). Student experiences across multiple flipped courses in a single curriculum. Medical education, 49(10), 1038-1048.
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.
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.
Kopcha, T. J., Orey, M., & Dustman, W. (2015). Exploring college students' online help-seeking behavior in a flipped classroom with a web-based help-seeking tool. Australasian Journal of Educational Technology, 31(5).
Kramarski, B., & Gutman, M. (2006). How can self‐regulated learning be supported in mathematical E‐learning environments?. Journal of Computer Assisted Learning, 22(1), 24-33.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-Social and Behavioral Sciences, 31, 486-490.
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.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Lan, Y. F., Tsai, P. W., Yang, S. H., & Hung, C. L. (2012). Comparing the social knowledge construction behavioral patterns of problem-based online asynchronous discussion in e/m-learning environments. Computers & Education, 59(4), 1122-1135.
Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & education, 51(2), 864-873.
Liu, S. H. J., Lan, Y. J., & Ho, C. Y. Y. (2014). Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration. Educational Technology & Society, 17(4), 404-419.
Lytras, M. D., Mathkour, H. I., Abdalla, H., Al-Halabi, W., Yanez-Marquez, C., & Siqueira, S. W. M. (2015). An emerging–Social and emerging computing enabled philosophical paradigm for collaborative learning systems: Toward high effective next generation learning systems for the knowledge society. Computers in Human Behavior, 51, 557-561.
Malone, T. W. (1980, September). What makes things fun to learn? Heuristics for designing instructional computer games. In Proceedings of the 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems (pp. 162-169). ACM.
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(4), 430-435.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121.
Mikami, A. Y., Ruzek, E. A., Hafen, C. A., Gregory, A., & Allen, J. P. (2017). Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School. Journal of youth and adolescence, 46(11), 2341-2354.
Miller, M., & Hadwin, A. (2015). Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behavior, 52, 573-588.
Moore, M. G. (1989). Three types of interactions. The American Journal of Distance Education, 3(2), 1-7.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY: Wadsworth.
Moran, C. M. (2014). Changing Paradigms: A Mixed Methods Study of Flipping the English Language Arts Classroom. North Carolina State University.
Moran, C. M., & Young, C. A. (2015). Questions to consider before flipping. Phi Delta Kappan, 97(2), 42-46.
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC medical education, 15(1), 1.
Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of animal science, 93(7), 3722-3731.
Narciss, S., Proske, A., & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Behavior, 23(3), 1126-1144.
Nunnally, J. C., & Bernstein, I. H. (1978). Psychometric theory.
Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46.
Pardo, A., Han, F., & Ellis, R. A. (2017). Combining university student self-regulated learning indicators and engagement with online learning events to predict academic performance. IEEE Transactions on Learning Technologies, 10(1), 82-92.
Peterson, D. J. (2016). The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course A Quasi-Experimental Study. Teaching of Psychology, 43(1), 10-15.
Peterson, E., Mitchell, T. R., Thompson, L., & Burr, R. (2000). Collective efficacy and aspects of shared mental models as predictors of performance over time in work groups. Group Processes & Intergroup Relations, 3(3), 296-316.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American journal of pharmaceutical education, 76(10), 196.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
Rahman, A. A., Aris, B., Rosli, M. S., Mohamed, H., Abdullah, Z., & Mohd Zaid, N. (2015). Significance of Preparedness in Flipped Classroom. Advanced Science Letters, 21(10), 3388-3390.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.
Reinartz, W., Haenlein, M., & Henseler, J. (2009). An empirical comparison of the efficacy of covariance-based and variance-based SEM. International Journal of research in Marketing, 26(4), 332-344.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44.
Rosário, P., Núñez, J. C., Trigo, L., Guimarães, C., Fernández, E., Cerezo, R., ... & Ferreira, Â. (2015). Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research & Development, 34(1), 173-187.
Ryan, M. D., & Reid, S. A. (2015). Impact of the flipped classroom on student performance and retention: a parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23.
Sabry, K., & Baldwin, L. (2003). Web‐based learning interaction and learning styles. British Journal of Educational Technology, 34(4), 443-454.
Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study. Educational Technology & Society, 18(3), 142-152.
See, S., & Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585-588.
Simpson, V., & Oliver, M. (2007). Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 23(2), 187.
Sims, R. (1999). Interactivity on stage: Strategies for learner-designer communication. Australasian Journal of Educational Technology, 15(3).
Stajkovic, A. D., Lee, D., & Nyberg, A. J. (2009). Collective efficacy, group potency, and group performance: meta-analyses of their relationships, and test of a mediation model. Journal of applied psychology, 94(3), 814.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning environments research, 15(2), 171-193.
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.
Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.
Tabuenca, B., Kalz, M., Drachsler, H., & Specht, M. (2015). Time will tell: The role of mobile learning analytics in self-regulated learning. Computers & Education, 89, 53-74.
Tomory, A., & Watson, S. L. (2015). Flipped Classrooms for Advanced Science Courses. Journal of Science Education and Technology, 24(6), 875-887.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 425-478.
Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79-91.
Wang, S. L., & Hwang, G. J. (2012). The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (CSCL). Computers & Education, 58(2), 679-687.
Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369.
Weaver, G. C., & Sturtevant, H. G. (2015). Design, implementation, and evaluation of a flipped format general chemistry course. Journal of Chemical Education, 92(9), 1437-1448.
Wu, S. Y., & Hou, H. T. (2015). How cognitive styles affect the learning behaviors of online problem-solving based discussion activity a lag sequential analysis. Journal of Educational Computing Research, 52(2), 277-298.
Zheng, B., & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers & Education, 84, 78-89.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147.
Zimmerman, B. J., Boekarts, M., Pintrich, P. R., & Zeidner, M. (2000). A social cognitive perspective. Handbook of self-regulation, 13.