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A MOOC‐based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/jee.20293openalex-snapshot
The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research
inferredcites →https://doi.org/10.1007/978-1-4419-5546-3_1openalex-snapshot
Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research
inferredcites →https://doi.org/10.1007/978-3-030-19875-6_7openalex-snapshot
Blended Learning with MOOCs
inferredcites →https://doi.org/10.1007/978-3-319-66610-5_43openalex-snapshot
NoteMyProgress: A Tool to Support Learners’ Self-Regulated Learning Strategies in MOOC Environments
inferredcites →https://doi.org/10.1007/978-3-319-98572-5_10openalex-snapshot
SRLx: A Personalized Learner Interface for MOOCs
inferredcites →https://doi.org/10.1007/bf02505026openalex-snapshot
Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments
inferredcites →https://doi.org/10.1007/s10734-015-9917-3openalex-snapshot
Curricula at the boundaries
inferredcites →https://doi.org/10.1007/s11423-018-9595-9openalex-snapshot
Profiles in self-regulated learning and their correlates for online and blended learning students
inferredcites →https://doi.org/10.1007/s12528-017-9133-5openalex-snapshot
H-MOOC framework: reusing MOOCs for hybrid education
inferredcites →https://doi.org/10.1016/b978-012109890-2/50043-3openalex-snapshot
The Role of Goal Orientation in Self-Regulated Learning
inferredcites →https://doi.org/10.1016/j.chb.2014.07.018openalex-snapshot
Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments?
inferredcites →https://doi.org/10.1016/j.compedu.2014.07.004openalex-snapshot
Is FLIP enough? Or should we use the FLIPPED model instead?
inferredcites →https://doi.org/10.1016/j.compedu.2016.05.006openalex-snapshot
A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course
inferredcites →https://doi.org/10.1016/j.compedu.2016.10.001openalex-snapshot
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
inferredcites →https://doi.org/10.1016/j.compedu.2017.06.012openalex-snapshot
An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system
inferredcites →https://doi.org/10.1016/j.compedu.2018.05.006openalex-snapshot
Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science
inferredcites →https://doi.org/10.1016/j.compedu.2018.07.002openalex-snapshot
Integrating self-regulation principles with flipped classroom pedagogy for first year university students
inferredcites →https://doi.org/10.1016/j.compedu.2019.02.011openalex-snapshot
Predictive power of regularity of pre-class activities in a flipped classroom
inferredcites →https://doi.org/10.1016/j.compedu.2019.02.016openalex-snapshot
The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes
inferredcites →https://doi.org/10.1016/j.edurev.2019.05.003openalex-snapshot
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis
inferredcites →https://doi.org/10.1016/j.iheduc.2004.02.001openalex-snapshot
Blended learning: Uncovering its transformative potential in higher education
inferredcites →https://doi.org/10.1016/j.iheduc.2015.02.002openalex-snapshot
The use of flipped classrooms in higher education: A scoping review
inferredcites →https://doi.org/10.1016/j.iheduc.2017.01.004openalex-snapshot
Comparing online and blended learner's self-regulated learning strategies and academic performance
inferredcites →https://doi.org/10.1016/j.iheduc.2017.02.001openalex-snapshot
Learning analytics to unveil learning strategies in a flipped classroom
inferredcites →https://doi.org/10.1016/j.learninstruc.2012.03.004openalex-snapshot
Modeling academic achievement by self-reported versus traced goal orientation
inferredcites →https://doi.org/10.1016/s0361-476x(02)00041-3openalex-snapshot
Self-regulating studying by objectives for learning: Students’ reports compared to a model
inferredcites →https://doi.org/10.1016/s0883-0355(99)00015-4openalex-snapshot
The role of motivation in promoting and sustaining self-regulated learning
inferredcites →https://doi.org/10.1021/ed400868xopenalex-snapshot
Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students
inferredcites →https://doi.org/10.1080/03043790902829281openalex-snapshot
Re-engineering graduate skills – a case study
inferredcites →https://doi.org/10.1080/07294360.2013.863839openalex-snapshot
‘Time is not enough.’ Workload in higher education: a student perspective
inferredcites →https://doi.org/10.1080/10447318.2018.1543084openalex-snapshot
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review
inferredcites →https://doi.org/10.1080/13540602.2016.1203772openalex-snapshot
Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills
inferredcites →https://doi.org/10.1109/cseet.2014.6816779openalex-snapshot
The flipped classroom experience
inferredcites →https://doi.org/10.1109/fie.2013.6684923openalex-snapshot
Evaluating the effectiveness of flipped classrooms for teaching CS1
inferredcites →https://doi.org/10.1109/icl.2015.7318133openalex-snapshot
The flipped classroom in engineering education: A survey of the research
inferredcites →https://doi.org/10.1109/lwmoocs.2018.8534670openalex-snapshot
A New Approach in Blended Teaching Combining LMS, MOOCs, and Piazza for University Courses
inferredcites →https://doi.org/10.1109/te.2013.2249066openalex-snapshot
Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course
inferredcites →https://doi.org/10.1109/tlt.2018.2885743openalex-snapshot
Measuring Effects of Technology-Enabled Mirroring Scaffolds on Self-Regulated Learning
inferredcites →https://doi.org/10.1109/tlt.2019.2922134openalex-snapshot
Automatic Deictic Gestures for Animated Pedagogical Agents
inferredcites →https://doi.org/10.1109/tlt.2020.3003220openalex-snapshot
Characterizing Learners’ Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation
inferredcites →https://doi.org/10.1111/bjet.12444openalex-snapshot
The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation
inferredcites →https://doi.org/10.1111/j.1365-2729.2011.00476.xopenalex-snapshot
Supporting self‐regulated learning in computer‐based learning environments: systematic review of effects of scaffolding in the domain of science education
inferredcites →https://doi.org/10.1111/jcal.12213openalex-snapshot
Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance
inferredcites →https://doi.org/10.1166/asl.2015.6514openalex-snapshot
Significance of Preparedness in Flipped Classroom
inferredcites →https://doi.org/10.1177/1469787419866304openalex-snapshot
Using automated time management enablers to improve self-regulated learning
inferredcites →https://doi.org/10.3217/jucs-021-05-0735openalex-snapshot
MyLearningMentor: A Mobile App to Support Learners Participating in MOOCs
inferredcites →https://doi.org/10.4324/9780203839010openalex-snapshot
Handbook of Self-Regulation of Learning and Performance
inferredcites →https://doi.org/10.4324/9781410602350openalex-snapshot
Metacognition in Educational Theory and Practice
inferredcites →https://doi.org/10.5281/zenodo.3554613openalex-snapshot
Clustering and Profiling Students According to their Interactions with an Intelligent Tutoring System Fostering Self-Regulated Learning
inferredcites →https://doi.org/10.5688/ajpe779196openalex-snapshot
Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/cae.22392openalex-snapshot
Guest editorial: Distance learning, MOOCs and globalisation of engineering education
inferred← citeshttps://doi.org/10.1002/cae.22604openalex-snapshot
Integrating mobile learning and SPOC‐based flipped classroom to teach a course in water supply and drainage science and engineering
inferred← citeshttps://doi.org/10.1002/cae.22712openalex-snapshot
Blended learning in the engineering field: A systematic literature review
inferred← citeshttps://doi.org/10.1002/cae.22736openalex-snapshot
Insights 4.0: Transformative learning in industrial engineering through problem‐based learning and project‐based learning
inferred← citeshttps://doi.org/10.1002/fer3.9openalex-snapshot
Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research
inferred← citeshttps://doi.org/10.1002/jee.20580openalex-snapshot
Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis
inferred← citeshttps://doi.org/10.1002/rev3.70090openalex-snapshot
Press record to learn: Self‐made videos as a tool for self‐regulated learning in a MOOC ‐based flipped classroom
inferred← citeshttps://doi.org/10.1007/978-3-030-86436-1_49openalex-snapshot
Self-tracking Time-On-Task: Web-Based Weekly Timesheets for Higher Education Students
inferred← citeshttps://doi.org/10.1007/978-3-031-08939-8_16openalex-snapshot
Designing a Recommendation Approach to Scaffold Self-regulated Learning in Fully Online Flipped Classroom
inferred← citeshttps://doi.org/10.1007/978-3-031-16290-9_30openalex-snapshot
Supporting Self-regulated Learning in BL: Exploring Learners’ Tactics and Strategies
inferred← citeshttps://doi.org/10.1007/978-3-031-32883-1_39openalex-snapshot
The Relative Importance of Cognitive and Behavioral Engagement to Task Performance in Self-regulated Learning with an Intelligent Tutoring System
inferred← citeshttps://doi.org/10.1007/978-3-032-05070-0_20openalex-snapshot
Intelligent Tutoring Systems in Higher Education in Ecuador: Challenges, Opportunities, and Trends
inferred← citeshttps://doi.org/10.1007/978-3-032-14287-0_20openalex-snapshot
Research Landscape of AI and Intelligent Tutoring Systems in Ecuadorian Universities
inferred← citeshttps://doi.org/10.1007/s10639-024-12867-wopenalex-snapshot
Designing a recommender system to promote self-regulated learning in online contexts: A design-based study
inferred← citeshttps://doi.org/10.1007/s10758-021-09580-9openalex-snapshot
The Promises and Pitfalls of Self-regulated Learning Interventions in MOOCs
inferred← citeshttps://doi.org/10.1007/s11409-026-09463-3openalex-snapshot
Mentorship and time management behaviors: a synergistic approach to supporting academic performance
inferred← citeshttps://doi.org/10.1007/s11423-025-10485-yopenalex-snapshot
Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design
inferred← citeshttps://doi.org/10.1007/s12144-024-05630-4openalex-snapshot
Willing, able, and engaged: roles of action-state orientation, intrinsic academic motivation, and time management on academic engagement
inferred← citeshttps://doi.org/10.1007/s12528-023-09390-1openalex-snapshot
A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104828openalex-snapshot
What can online traces tell us about students’ self-regulated learning? A systematic review of online trace data analysis
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105278openalex-snapshot
Gamification bolsters self-regulated learning, learning performance and reduces strategy decline in flipped classrooms: A longitudinal quasi-experiment
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105305openalex-snapshot
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course
inferred← citeshttps://doi.org/10.1016/j.compedu.2026.105697openalex-snapshot
Equipping elementary school students with self-regulated learning through human-AI collaboration in online learning
inferred← citeshttps://doi.org/10.1016/j.ece.2023.01.007openalex-snapshot
Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course
inferred← citeshttps://doi.org/10.1016/j.heliyon.2023.e15220openalex-snapshot
Take a MOOC and then drop: A systematic review of MOOC engagement pattern and dropout factor
inferred← citeshttps://doi.org/10.1016/j.iheduc.2025.101042openalex-snapshot
Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining
inferred← citeshttps://doi.org/10.1016/j.ijer.2024.102319openalex-snapshot
Design principles for supporting self-regulated learning in flipped classrooms: A systematic review
inferred← citeshttps://doi.org/10.1016/j.ijnsa.2026.100647openalex-snapshot
Exploring the impact of massive open online course (MOOC)-based flipped classroom strategy on self- organized learning and digital competencies among nursing students: a quasi-experimental study
inferred← citeshttps://doi.org/10.1016/j.system.2023.103037openalex-snapshot
Comparing high school students’ online self-regulation and engagement in English language learning
inferred← citeshttps://doi.org/10.1021/bk-2021-1389.ch003openalex-snapshot
A First Semester General Chemistry Flipped Remote Classroom: Advantages and Disadvantages
inferred← citeshttps://doi.org/10.1080/00220973.2026.2634375openalex-snapshot
Examining Event- and Person-Level Factors of Situational Engagement With Latent State-Trait Modeling
inferred← citeshttps://doi.org/10.1080/01587919.2023.2267460openalex-snapshot
Toward self-directed learning: How do Nepali adolescents learn with MOOCs?
inferred← citeshttps://doi.org/10.1108/itse-02-2023-0030openalex-snapshot
Self-regulation of learning in the context of modern technology: a review of empirical studies
inferred← citeshttps://doi.org/10.1109/access.2022.3143857openalex-snapshot
A Systematic Review of Self-Regulated Learning in Flipped Classrooms: Key Findings, Measurement Methods, and Potential Directions
inferred← citeshttps://doi.org/10.1109/eitt53287.2021.00054openalex-snapshot
Understanding student engagement based on multimodal data in different types of agent-based collaborative learning contexts
inferred← citeshttps://doi.org/10.1109/iciet51873.2021.9419610openalex-snapshot
Surveys for A Stakeholder-Focused Model in VOD Learning
inferred← citeshttps://doi.org/10.1109/ithet61869.2024.10837632openalex-snapshot
Effective Feedback Systems in Learning Analytics: Didactic and Psychological Foundations, Implementations, and Perspectives
inferred← citeshttps://doi.org/10.1109/lwmoocs58322.2023.10305944openalex-snapshot
Increasing the Reusability of MOOCs via Competence-Oriented Development
inferred← citeshttps://doi.org/10.1109/te.2023.3282896openalex-snapshot
MOOC-Based Flipped Classroom for On-Campus Teaching in Undergraduate Engineering Courses
inferred← citeshttps://doi.org/10.1109/tlt.2024.3385641openalex-snapshot
Exploring Manifestations of Learners’ Self-Regulated Tactics and Strategies Across Blended Learning Courses
inferred← citeshttps://doi.org/10.1111/bjet.70082openalex-snapshot
Unveiling patterns of socially shared regulation in relation to self‐regulated learning: The roles of individual profiles and group dynamics in online collaborative learning
inferred← citeshttps://doi.org/10.1111/ejed.70337openalex-snapshot
Enhancing Self‐Regulation Through a Digital Homework Method: Comparing Digital MITCA and Traditional Homework Approaches
inferred← citeshttps://doi.org/10.1145/3636555.3636900openalex-snapshot
Analytics of Planning Behaviours in Self-Regulated Learning: Links with Strategy Use and Prior Knowledge
inferred← citeshttps://doi.org/10.1145/3698205.3733939openalex-snapshot
Learning at Scale and Back Again: Students' Perspectives on Using Online At-Scale Curricula for Traditional Instruction
inferred← citeshttps://doi.org/10.1177/10567879241228253openalex-snapshot
Exploring the Factors Affecting Massive Open Online Course Learning in Higher Education
inferred← citeshttps://doi.org/10.1177/14697874261433242openalex-snapshot
The Impact of Pomodoro-style Class Breaks on Higher Education Student Engagement
inferred← citeshttps://doi.org/10.1186/s12909-024-06105-7openalex-snapshot
Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study
inferred← citeshttps://doi.org/10.1186/s41239-025-00564-8openalex-snapshot
A person-centered perspective in assessing college students′ self-regulated learning in an online learning environment: potential profiles, antecedents, and outcomes
inferred← citeshttps://doi.org/10.17060/ijodaep.2021.n2.v3.2282openalex-snapshot
Flipped en respuesta a la diversidad. Nadie atrás, nadie a fuera
inferred← citeshttps://doi.org/10.18800/educacion.202301.010openalex-snapshot
Análisis bibliométrico sobre la calidad de la educación superior en Chile
inferred← citeshttps://doi.org/10.28991/esj-2024-sied1-08openalex-snapshot
The Impact of Motivation on MOOC Retention Rates: A Systematic Review
inferred← citeshttps://doi.org/10.29333/iji.2022.15337aopenalex-snapshot
Probing the Flipped Learning Literature in Social Sciences and Humanities Education
inferred← citeshttps://doi.org/10.30924/mjcmi.27.2.15openalex-snapshot
Proposal of an effective time management system
inferred← citeshttps://doi.org/10.3389/feduc.2022.1074435openalex-snapshot
Learning engagement in massive open online courses: A systematic review
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1098585openalex-snapshot
Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students’ learning experience?
inferred← citeshttps://doi.org/10.3390/bs11120166openalex-snapshot
Efficiency of Managerial Work and Performance of Managers: Time Management Point of View
inferred← citeshttps://doi.org/10.3390/bs15081041openalex-snapshot
Empowering Students in Online Learning Environments Through a Self-Regulated Learning–Enhanced Learning Management System
inferred← citeshttps://doi.org/10.3390/educsci13050498openalex-snapshot
Model-Based Learning Analytics for a Partnership of Teachers and Intelligent Systems: A Bibliometric Systematic Review
inferred← citeshttps://doi.org/10.4018/ijec.301260openalex-snapshot
A Meta-Analysis of MOOC-Based Academic Achievement, Engagement, Motivation, and Self-Regulation During the COVID-19 Pandemic
inferred← citeshttps://doi.org/10.4314/bdje.v23i3.7openalex-snapshot
The practice of time management by Debre Markos college of teacher education students: Multitasking, procrastination, task prioritization, and technology use
inferred← citeshttps://doi.org/10.47300/978-9962-738-15-2-cap1openalex-snapshot
Capítulo 1: Enseñando Metodología de la Investigación Científica Tecnológica y Humanística con Flipped Learning
inferred← citeshttps://doi.org/10.47300/978-9962-738-15-2-cap2openalex-snapshot
Capítulo 2: Flipped Learning en el aula: Una revisión sistemática con análisis VOSviewer
inferred← citeshttps://doi.org/10.47300/978-9962-738-15-2-cap3openalex-snapshot
Capítulo 3: Flipped Classroom empleados en estudiantes de secundaria una respuesta a la diversidad: Una revisión bibliométrica
inferred← citeshttps://doi.org/10.47300/978-9962-738-15-2-cap4openalex-snapshot
Capítulo 4: Aplicando Flipped Learning en un curso de oratoria
inferred← citeshttps://doi.org/10.47300/978-9962-738-15-2-cap5openalex-snapshot
Capítulo 5: Cómo las redes sociales se convierten en el asistente de una Flipped Class
inferred← citeshttps://doi.org/10.5430/ijhe.v12n5p218openalex-snapshot
Establishment of Flipped Chinese Course Based on Socially Shared Learning Regulations in Chinese Normal University Students
inferred← citeshttps://doi.org/10.70675/dc63ca96z17bcz457ezb02azdafd6ef5ec9aopenalex-snapshot
Developing a learning analytics framework to understand the temporal behavior of students in blended learning environments
inferred← citeshttps://doi.org/10.7916/d8-k2g6-5q04openalex-snapshot
An Experimental Study of Self-regulated Learning Strategies Application in Moocs
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