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Integrating Cognition, Self-Regulation, Motivation, and Metacognition: A Framework of Post-Pandemic Flipped Classroom Design
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Yan Shen; Dan Spencer; Jennifer Tagsold; Hyunsong Kim – Educational Technology Research and Development, 2025
The adoption of blended and hybrid Flipped Classroom (FC) models increased dramatically during COVID-19 and is still highly valued and recommended for enhancing the quality, flexibility, and effectiveness of teaching and learning post-pandemic. While meta-analyses indicate a small yet meaningful effect size of the FC approach, examined studies…
Descriptors: Flipped Classroom, Technology Uses in Education, Program Effectiveness, Metacognition