Research literature

Research literature



  • Anderson, L., Krathwolh, D., & al. (2014). A taxonomy for learning, teaching and assessing: a revision of Bloom's. Pearson new international edition .
  • Bloom, B. (1956). Taxonomy of educational objectives. In B. Bloom, Taxonomy of Educational Objectives (p. 242). Boston: Allyn and Bacon.
  • Darling-Hammond, L. e. (2019, 6). Preparing Teachers for Deeper Learning. Research Brief , 15.
  • Dziuban, C., Graham, C., Moskal, P., Norberg, A., & Sicilia, N. (2018). Blended learning. The new normal and emerging technologies. International Journal of Educational Technology in Higher Education , 16.
  • Flipping First Erasmus+ Project. (2017). Flipclass handbook. In F. F. Project, Flipclass handbook (p. 28). Belgium: Erasmus+.
  • Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Leading and leading with technology , 15.
  • Iflip Erasmus+ Project. (2017, 2 1). Adult Learners Needs Analysis Report Survey Results and Conclusions. Opgeroepen op 6 23, 2019, van
  • Kwan Lo, C., & Foon Hew, K. (2017, February 1). pmc/articles/PMC6302872/. Opgeroepen op June 26, 2019, van
  • Mishra, P. (2019). Cosidering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Eduation , 10.
  • Nurul, I., & Abdus, S. (2018). A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions. researchgate , 4.
  • Rodriguez Moreno, J. (2019, March 28). Changes in Teacher Training within the TPACK Model Framework: A Systematic Review . Sustainability , 10.
  • Sommer, M., & Ritchhaupt, A. (2018). Impact of the flipped classroom on learner achievement and satisfaction in an undergraduate technology literacy course. Journal of Information Technology Education Research , 25.
  • Talbert, R. (2018, 01 01). Opgeroepen op 06 23, 2019, van rtalbertwhat-does-the-research-say/:
  • Teach Tought Staff. (2016, 03 30). Teach tought. Opgeroepen op juni 22, 2019, van
  • Tomas, L., Evans, N., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education , 22.


  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
  • Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2020). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 1-18.
  • Phan, T. T. N., & Dang, L. T. T. (2017). Teacher readiness for online teaching: A critical review. International Journal Open Distance E-Learn. IJODeL, 3(1), 1–16.

Blended learning:

  • Apandi, A. M., & Raman, A. (2020). Factors affecting successful implementation of blended learning at higher education. International Journal of Instruction, Technology, and Social Sciences, 1(1), 13-23.
  • Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 100772.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95-105.
  • Laurillard, D. (2015). Thinking about Blended Learning. A paper for the Thinkers in Residence programme. KVAB. Geraadpleegd op 12 september 2021 van
  • López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & education, 56(3), 818- 826.
  • Martínez, S., Guíñez, F., Zamora, R., Bustos, S., & Rodríguez, B. (2020). On the instructional model of a blended learning program for developing mathematical knowledge for teaching. ZDM - Mathematics Education, 52(5), 877–891.
  • Okaz, A. A. (2015). Integrating blended learning in higher education. Procedia-Social and Behavioral Sciences, 186, 600-603.
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306. 1080/08923647.2019.1663082
  • Vandeput, J., Tambuyser, L. & De Gruyter, J. (z.d.), Van e-learning naar geïntegreerd blended learning. Associatie KULeuven, 1-219. Geraadpleegd op 12 september 2021 van
  • Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2018). Students’ motivation and subjective task value of participating in online and blended learning environments. Internet and Higher Education, 36, 33–40.

Flipping the classroom:

  • Akçayir, G., & Akçayir, M. (2018). The flipped classroom: a review of its advantages and challenges. Computers & Education, 126, 334-345.
  • Aqqal, A., Elhannani, A., Haidine, A., & Dahbi, A. (2017). Improving the Teaching of ICT Engineering using Flipped Learning: a personalized model and a case study. Production, 27.
  • Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communication in Information Literacy, 8(1), 7-22.
  • Castedo, R., López, L. M., Chiquito, M., Navarro, J., Cabrera, J. D., & Ortega, M. F. (2019). Flipped classroom—comparative case study in engineering higher education. Computer Applications in Engineering Education, 27(1), 206-216.
  • Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of flipped classroom instructional strategy on students' learning outcomes: a meta-anlysis. Educational Technolgoy Research and Development, 67(4), 793-824.
  • Clark, R. M., Besterfield-Sacre, M., Budny, D., Bursic, K. M., Clark, W. W., Norman, B. A., ... & Patzer, J. F. (2016). Flipping Engineering Courses: A School Wide Initiative. Advances in Engineering Education, 5(3), n3.
  • DeLozier, S.J., Rhodes, M.G. (2016). Flipped classrooms: a Review of Key Ideas and Recommendations for practice. Educational Psychology Review, 1-11.
  • Halil, S. H., & Zainuddin, Z. (2015). Flipping the classroom: what we know and what we don't. The Online Journal of Distance Education and e-Learning, 3(1), 15-22.
  • Islam, M. N., Salam, A., Bhuiyan, M., & Daud, S. B. (2018). A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions. International Medical Journal, 25(5), 314-317.
  • Kerr, B. (2015, September). The flipped classroom in engineering education: A survey of the research. In 2015 International Conference on Interactive Collaborative Learning (ICL) (pp. 815-818). IEEE. doi: 10.1109/ICL.2015.7318133
  • Lucke, T., Dunn, P. K., & Christie, M. (2017). Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’. European Journal of Engineering Education, 42(1), 45-57.
  • Prevalla, B., & Uzunboylu, H. (2019). Flipped learning in engineering education. TEM Journal, 8(2), 656.
  • Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314.
  • Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students' learning achievement and learning motivation: a meta-analysis. Educational Technology & Society, 23(1), 1-15.


  • Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.
  • Bower, M. (2019). Technology-mediated learning theory. British Journal of Educational Technology, 50(3), 1035-1048.
  • Ouyang, F., & Scharber, C. (2018). Adapting the TPACK framework for online teaching within higher education. International Journal of Online Pedagogy and Course Design (IJOPCD), 8(1), 42-59.
  • Prestridge, S., & Main, K. (2018). Teachers as drivers of their professional learning through design teams, communities, and networks. Second handbook of information technology in primary and secondary education, 433-447.
  • Rodríguez Moreno, J., Agreda Montoro, M., & Ortiz Colón, A. M. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability, 11(7), 1870.


  • Alias, N. A., & Zainuddin, A. M. (2005). Innovation for better teaching and learning: Adopting the learning management system. Malaysian online journal of instructional technology, 2(2), 27-40. Geraadpleegd op 12 september 2021 van adopting_the_learning_management_system
  • Coates, H., James, R., & Baldwin, G. (2005). A critical examination of the effects of learning management systems on university teaching and learning. Tertiary education and management, 11, 19-36.
  • Endozo, A. N., Oluyinka, S., & Daenos, R. G. (2019, October). Teachers' Experiences towards Usage of Learning Management System: CANVAS. In Proceedings of the 2019 11th International Conference on Education Technology and Computers (pp. 91-95).
  • Fathema, N., & Akanda, M. H. (2020). Effects of instructors’ academic disciplines and prior experience with learning management systems: A study about the use of Canvas. Australasian Journal of Educational Technology, 36(4), 113-125.
  • Kasim, N. N. M., & Khalid, F. (2016). Choosing the right learning management system (LMS) for the higher education institution context: A systematic review. International Journal of Emerging Technologies in Learning, 11(6).
  • Reigeluth, C. M., Watson, W. R., Watson, S. S. L., Dutta, P., Chen, Z., & Powell, N. D. (2008). Roles for technology in the information-age paradigm of education: Learning management systems. Educational Technology, 32-39.
  • Watson, W., & Watson, S. L. (2007). An argument for clarity: What are learning management systems, what are they not, and what should they become. Geraadpleegd op 12 september 2021 van
  • Zanjani, N. (2017). The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33(1).