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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:

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist
Erwin A. van Vliet, J.C. Winnips, Nataša Brouwer
CBE—Life Sciences Education (2015) Vol. 14, Iss. 3, pp. ar26-ar26
Open Access | Times Cited: 261

Showing 1-25 of 261 citing articles:

The flipped classroom: A review of its advantages and challenges
Gökçe Akçayır, Murat Akçayır
Computers & Education (2018) Vol. 126, pp. 334-345
Closed Access | Times Cited: 1096
The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels
Peter Strelan, Amanda Osborn, Edward Palmer
Educational Research Review (2020) Vol. 30, pp. 100314-100314
Closed Access | Times Cited: 365
Academic outcomes of flipped classroom learning: a meta-analysis
Kuo-Su Chen, Lynn V. Monrouxe, Yi‐Hsuan Lu, et al.
Medical Education (2018) Vol. 52, Iss. 9, pp. 910-924
Open Access | Times Cited: 297
A flipped classroom model in higher education: a review of the evidence across disciplines
Hosam Al‐Samarraie, Aizat Shamsuddin, Ahmed Ibrahim Alzahrani
Educational Technology Research and Development (2019) Vol. 68, Iss. 3, pp. 1017-1051
Closed Access | Times Cited: 235
Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation
Ina Blau, Tamar Shamir‐Inbal
Computers & Education (2017) Vol. 115, pp. 69-81
Closed Access | Times Cited: 207
A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory
Deniz Gökçe Erbil
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 191
Educational interventions to improve people’s understanding of key concepts in assessing the effects of health interventions: a systematic review protocol
Leila Cusack, Chris Del Mar, Iain Chalmers, et al.
Systematic Reviews (2016) Vol. 5, Iss. 1
Open Access | Times Cited: 190
Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning
Dolores R. Serrano, María Auxiliadora Dea‐Ayuela, Elena González‐Burgos, et al.
European Journal of Education (2019) Vol. 54, Iss. 2, pp. 273-286
Open Access | Times Cited: 180
Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education
Robin Brewer, Sara Movahedazarhouligh
Journal of Computer Assisted Learning (2018) Vol. 34, Iss. 4, pp. 409-416
Closed Access | Times Cited: 173
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms
Pooja K. Agarwal, Ludmila Nunes, Janell R. Blunt
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1409-1453
Open Access | Times Cited: 114
The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic
Safoura Khodaei, Shirin Hasanvand, Mohammad Gholami, et al.
BMC Nursing (2022) Vol. 21, Iss. 1
Open Access | Times Cited: 98
Flipped classroom in higher education: a systematic literature review and research challenges
Maria Ijaz Baig, Elaheh Yadegaridehkordi
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 43
The Effect of Flipped Classroom Strategy on Students Learning Outcomes
Malek Jdaitawi
International Journal of Instruction (2019) Vol. 12, Iss. 3, pp. 665-680
Open Access | Times Cited: 133
Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills
Melanie L. Styers, Peter A. Van Zandt, Katherine Hayden
CBE—Life Sciences Education (2018) Vol. 17, Iss. 3, pp. ar39-ar39
Open Access | Times Cited: 132
Friend or Foe? Flipped Classroom for Undergraduate Electrocardiogram Learning: a Randomized Controlled Study
Rui Zeng, Xiang Lian-rui, Rongzheng Yue, et al.
BMC Medical Education (2017) Vol. 17, Iss. 1
Open Access | Times Cited: 116
Academic Integrity as a Teaching & Learning Issue: From Theory to Practice
Tricia Bertram Gallant
Theory Into Practice (2017) Vol. 56, Iss. 2, pp. 88-94
Closed Access | Times Cited: 104
Does the Flipped Classroom Improve Learning in Graduate Medical Education?
Jeff Riddell, Paul Jhun, Cha-Chi Fung, et al.
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 4, pp. 491-496
Open Access | Times Cited: 97
Exploring the state of science stereotypes: Systematic review and meta‐analysis of the Draw‐A‐Scientist Checklist
Sarah L. Ferguson, Stephanie Lezotte
School Science and Mathematics (2020) Vol. 120, Iss. 1, pp. 55-65
Closed Access | Times Cited: 75
The link between flipped and active learning: a scoping review
Rita Li, Andreas Lund, Anita Nordsteien
Teaching in Higher Education (2021) Vol. 28, Iss. 8, pp. 1993-2027
Open Access | Times Cited: 68
Review of flipped learning in engineering education: Scientific mapping and research horizon
Md Abdullah Al Mamun, Md. Abul Kalam Azad, Md Abdullah Al Mamun, et al.
Education and Information Technologies (2021) Vol. 27, Iss. 1, pp. 1261-1286
Open Access | Times Cited: 64
Disparities in Remote Learning Faced by First-Generation and Underrepresented Minority Students during COVID-19: Insights and Opportunities from a Remote Research Experience
Paul H. Barber, Casey Shapiro, Molly S. Jacobs, et al.
Journal of Microbiology and Biology Education (2021) Vol. 22, Iss. 1
Open Access | Times Cited: 63
Self-regulation strategies in blended learning environments in higher education: A systematic review
Jan Hein Eggers, Ron Oostdam, Joke Voogt
Australasian Journal of Educational Technology (2021), pp. 175-192
Open Access | Times Cited: 62
The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review
Cho Naing, Maxine Whittaker, Htar Htar Aung, et al.
Campbell Systematic Reviews (2023) Vol. 19, Iss. 3
Open Access | Times Cited: 30
Twelve tips for applying the science of learning to health professions education
Holly C. Gooding, K Mann, Elizabeth Armstrong
Medical Teacher (2016) Vol. 39, Iss. 1, pp. 26-31
Closed Access | Times Cited: 80
How school context and personal factors relate to teachers’ attitudes toward teaching integrated STEM
Lieve Thibaut, Heidi Knipprath, Wim Dehaene, et al.
International Journal of Technology and Design Education (2017) Vol. 28, Iss. 3, pp. 631-651
Closed Access | Times Cited: 78
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