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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education
Carrie A. Bredow, Patricia V. Roehling, Alexandra J. Knorp, et al.
Review of Educational Research (2021) Vol. 91, Iss. 6, pp. 878-918
Closed Access | Times Cited: 111

Showing 1-25 of 111 citing articles:

Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review
Joseph Crawford, Javier Cifuentes‐Faura
Sustainability (2022) Vol. 14, Iss. 3, pp. 1879-1879
Open Access | Times Cited: 168
Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations
Blaženka Divjak, Bart Rienties, Francisco Iniesto, et al.
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 159
Student Engagement in a Flipped Secondary Mathematics Classroom
Mustafa Çevikbaş, Gabriele Kaiser
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 7, pp. 1455-1480
Open Access | Times Cited: 60
Flipped classroom: Challenges and benefits of using social media in English language teaching and learning
Shujun Han
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 39
A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers
Richard F. Schmid, Eugene Borokhovski, R Bernard, et al.
Computers and Education Open (2023) Vol. 5, pp. 100142-100142
Open Access | Times Cited: 24
Learnersourcing in the age of AI: Student, educator and machine partnerships for content creation
Hassan Khosravi, Paul Denny, Steven Moore, et al.
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100151-100151
Open Access | Times Cited: 24
Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education
Michael Sailer, Rebecca Maier, Sonja Berger, et al.
Learning and Individual Differences (2024) Vol. 112, pp. 102446-102446
Open Access | Times Cited: 13
Enhancing the flipped classroom model with generative AI and Metaverse technologies: insights from lag sequential and epistemic network analysis
Xiaoyan Chu, Minjuan Wang, J. Michael Spector, et al.
Educational Technology Research and Development (2025)
Closed Access | Times Cited: 1
Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education
Lui-Kwan Ng, Chung Kwan Lo
Sustainability (2022) Vol. 14, Iss. 9, pp. 5428-5428
Open Access | Times Cited: 37
Future of the Flipped Classroom in Chemistry Education: Recognizing the Value of Independent Preclass Learning and Promoting Deeper Understanding of Chemical Ways of Thinking During In-Person Instruction
Jack F. Eichler
Journal of Chemical Education (2022) Vol. 99, Iss. 3, pp. 1503-1508
Closed Access | Times Cited: 29
Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis
Manu Kapur, John Hattie, Irina Grossman, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 28
Enhancing Higher Education Quality Assurance Through Learning Outcome Impact
Praveen Kumar Malik, Arshi Naim, Shad Ahmad Khan
Advances in higher education and professional development book series (2024), pp. 114-128
Closed Access | Times Cited: 7
Mechanism of Direct and Indirect Assessments for Continuous Improvement in Higher Education
Arshi Naim, Praveen Kumar Malik, Shad Ahmad Khan, et al.
Advances in higher education and professional development book series (2024), pp. 200-216
Closed Access | Times Cited: 6
Implementation of Active Learning in BPM Education
Marzena Grzesiak
Decision Making in Manufacturing and Services (2025), pp. 117-125
Open Access
Flipped Learning and E-Learning as Training Models Focused on the Metaverse
Jesús López Belmonte, Santiago Pozo Sánchez, Noemí Carmona-Serrano, et al.
Emerging Science Journal (2022) Vol. 6, pp. 188-198
Open Access | Times Cited: 20
Role of personality traits in collaborative group works at flipped classrooms
Hatice Yıldız Durak
Current Psychology (2022) Vol. 42, Iss. 15, pp. 13093-13113
Open Access | Times Cited: 19
An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance model
Min Young Doo
Education and Information Technologies (2023) Vol. 28, Iss. 12, pp. 16593-16613
Open Access | Times Cited: 12
Pre-service teachers’ perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment
Elena Carrión Candel, Cristina de la Peña Álvarez, Beatriz Chaves
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 3365-3387
Closed Access | Times Cited: 12
Exploring the Effectiveness of Flipped Classroom on STEM Student Achievement: A Meta-analysis
Jin G. Gong, Sanfa Cai, Ming Cheng
Technology Knowledge and Learning (2023) Vol. 29, Iss. 2, pp. 1129-1150
Closed Access | Times Cited: 11
Efectividad de la metodología de aula inversa en el ámbito universitario. Una revisión sistemática
Cristina Bosch‐Farré, Jordi Cicres, Josefina Patiño‐Masó, et al.
Educación XX1 (2024) Vol. 27, Iss. 1, pp. 19-56
Open Access | Times Cited: 4
Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns
Jerry Chih‐Yuan Sun, Hsiu-Shan Lin
Computers & Education (2022) Vol. 180, pp. 104430-104430
Closed Access | Times Cited: 18
Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic
Lui-Kwan Ng, Chung Kwan Lo
Sustainability (2022) Vol. 14, Iss. 19, pp. 12396-12396
Open Access | Times Cited: 17
Turning Roadblocks into Speed Bumps: A Call for Implementation Reform in Science Communication About Retrieval Practice
Megan Sumeracki, Cynthia Nebel, Althea Need Kaminske, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Closed Access | Times Cited: 3
Brain-based CALL in flipped higher education GE courses held through LMS: Boosting vocabulary learning and reading comprehension
Nasrin Abdolmaleki, Zari Saeedi
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 3
Ancient methods & modern memes: using Socratic circles and TikTok within classes to democratise your teaching
Steven Kolber
Curriculum Perspectives (2024) Vol. 44, Iss. 2, pp. 217-228
Open Access | Times Cited: 3
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