Literature Cited
Barry D., Marzouk F., Chulak-Oglu K., et al. 2016. Anatomy education for
the YouTube generation. Anatomical Sciences Education 9: 90-96.
Betrancourt M., Benetos K. 2018. Why and when does instructional video
facilitate learning? A commentary to the special issue “developments
and trends in learning with instructional video.” Computers in
Human Behavior 89: 471-475.
Bishop J.L., Verleger M.A. 2013. The flipped classroom: A survey of the
research. Paper presented at: 120th ASEE Annual Conference and
Exposition, 23-26 June (Atlanta, GA).
Brame C. 2016. Effective educational videos: Principles and guidelines
for maximizing student learning from video content. CBE - Life
Sciences Education 15(es6): 1-6.
Cox J. 2011. Enhancing student interactions with the instructor and
content using pen-based technology, YouTube videos, and virtual
conferencing. Biochemistry and Molecular Biology Education 39(1):
4-9.
Duffy P. 2008. Engaging the YouTube google-eyed generation: Strategies
for using Web 2.0 in teaching and learning. The Electronic Journal
of e-Learning 6(2): 119-130.
Dupuis J., Coutu J., Laneuville O. 2013. Application of linear
mixed-effect models for the analysis of exam scores: Online video
associated with higher scores for undergraduate students with lower
grades. Computers & Education 66: 64-73.
Eddy S.L., Hogan K.A. 2014. Getting under the hood: How and for whom
does increasing course structure work? CBE - Life Sciences
Education 13: 453-468.
Haak D.C., HilleRisLambers J., Pitre E., Freeman S. 2011. Increased
structure and active learning reduce the achievement gap in introductory
biology. Science . 332(6034): 1213-1216.
Moussiades L., Kazanidis I., Iliopoulou A. 2019. A framework for the
development of educational video: An empirical approach.Innovations in Education and Teaching International 56(2):
217-228.
Gross D., Pietri E.S., Anderson G., Moyano-Camihort K., Graham M.J.
2015. Increased preclass preparation underlies student outcome
improvement in the flipped classroom. CBE-Life Sciences Education14(ar36): 1-8.
Guo PJ, Kim J, Robin R. 2014. How video production affects student
engagement: an empirical study of MOOC videos. L@S’14 Proceedings
of the First ACM Conference on Learning at Scale, New York: ACM, 41-50.
Herreid C.F., Schiller N.A. 2013. Case study: Case studies and the
flipped classroom. Journal of College Science Teaching 42(5):
62-67
Rajan K., Veguilla R. 2018. Using iBiology as a tool for undergraduate
neuroscience education. The Journal of Undergraduate Neuroscience
Education (JUNE) 17(1): A67-A71.
Risko EF, Anderson N, Sarwal A, Engelhardt M, Kingstone A. 2012.
Everyday attention: variation in mind wandering and memory in a lecture.Applied Cognitive Psychology 26: 234-242.
Schinske J., Perkins H., Snyder A., Wyer M. 2016. Scientist Spotlight
homework assignments shift students’ stereotypes of scientists and
enhance science identity in a diverse introductory science class.CBE - Life Sciences Education 15(ar47): 1-18.
Sletten S.R. 2017. Investigating flipped learning: student
self-regulated learning, perceptions, and achievement in an introductory
biology course. Journal of Science Education and Technology 26:
347-358.
White K.M., Kolber R.G. 1978. Undergraduate and graduate students as
discussion section leaders. Teaching of Psychology 5(1): 6-9.