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Lo, C. K., & Hew, K. F. (2017). A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research. Research and Practice in Technology Enhanced Learning, 12, Article No. 4.
https://doi.org/10.1186/s41039-016-0044-2

has been cited by the following article:

• TITLE: Obstacles and Improvement Strategies in Implementing Flipped Classroom in Colleges: From the Perspective of Self-Determination Theory

  AUTHORS: Xiaoping Mai, Lihong Liu

  KEYWORDS: College Flipped Classroom, Self-Determination Theory, Obstacle, Strategy

  JOURNAL NAME: Advances in Applied Sociology, Vol.11 No.10, October 28, 2021

  ABSTRACT: The stimulation of students’ intrinsic motivation is an important factor in promoting the success of flipped classrooms. According to the theory of self-de- termination, colleges and teachers should break through the constraints of the social environment and start from the three dimensions of the technical environment, teacher teaching, and student learning to improve the quality of flipped classroom teaching. By constructing a technological environment which is conducive to students’ autonomous learning, carefully producing and designing micro-class videos, and establishing a supportive and harmonious teacher-student relationship, the basic psychological needs of students can be met, and the efficiency and effectiveness of flipped classrooms can be improved.