Ababaf, Z. (2017). Curriculum knowledge of faculty members: Neglected professional competency in higher education. Journal of Higher Education Curriculum Studies, 7(14), 103-130.
Ahmad, M., Tang, X. W., Qiu, J. N., & Ahmad, F. (2019). Interpretive structural modeling and MICMAC analysis for identifying and benchmarking significant factors of seismic soil liquefaction. Applied Sciences, 9(2), 1-21.
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
Alikahni, P., RezaeiZadeh, M., & Vahidi-Asl, M. (2018). The analysis of “Fetch! Lunch Rush” as an Augmented Reality multi-player game in cooperative learning. The Journal of New Thoughts on Education, 13(4), 39-62.
Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.
Bakhshaliizade, S., Fathi Vajargah, K., Arefi, M., Kiamanesh, A. (2020). Required faculty competencies for teaching in higher education institutes in technology era. Technology of Education Journal (TEJ), 15(1), 83-100.
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.
Boeije, H. (2002). A purposeful approach to the constant comparative method in the analysis of qualitative interviews. Quality and quantity, 36(4), 391-409.
Bokosmaty, R., Bridgeman, A., & Muir, M. (2019). Using a partially flipped learning model to teach first year undergraduate chemistry. Journal of Chemical Education, 96(4), 629-639.
Bouwmeester, R. A., de Kleijn, R. A., van den Berg, I. E., ten Cate, O. T. J., van Rijen, H. V., & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education, 139, 118-128.
Brown, A. H., & Green, T. D. (2015). The essentials of instructional design: Connecting fundamental principles with process and practice. Routledge.
Burla, L., Knierim, B., Barth, J., Liewald, K., Duetz, M., & Abel, T. (2008). From text to codings: intercoder reliability assessment in qualitative content analysis. Nursing research, 57(2), 113-117.
Canelas, D. A., Hill, J. L., & Novicki, A. (2017). Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills. Chemistry Education Research and Practice, 18(3), 441-456.
Chang, C. Y., Kao, C. H., & Hwang, G. J. (2020). Facilitating students’ critical thinking and decision making performances: A flipped classroom for neonatal health care training. Educational Technology & Society, 23(2), 32-46.
Chang, S. C., & Hwang, G. J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226-239.
Chenari, Z., Rezaeizadeh, M., & Bandali, B. (2023). Designing a prototype of coaching software and measuring its usability. Technology of Education Journal (TEJ). 17(1), 1-22.
Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP nough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27.
Chen, M. (2010). Education Nation. San Francisco: Jossey-Bass.
Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative sociology, 13(1), 3-21.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic books.
Ghazanfari Hashemi, N., Musapour, N., & Hosseini khah, A. (2020). The nature and foundation of synergistic curriculum. Journal of Theory & Practice in Curriculum, 14(7), 97-148.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-607.
Grover, R., Achleitner, H., Thomas, N., Wyatt, R., & Vowell, F. N. (1997). The wind beneath our wings: Chaos theory and the butterfly effect in curriculum design. Journal of Education for Library and Information Science, 38(4), 268–282.
Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology, 30(4), 233-252.
Hunt, I., Ryan, A., hAodha, M. Ó., & Rezaei-Zadeh, M. (2022). Industry requirements, thesis-writing and the emergence of flexible educational programmes: Reflections on the university learner experience. Industry and Higher Education, 36(3), 319-333.
Kantanen, H., Koponen, J., Sointu, E., & Valtonen, T. (2019). Including the student voice: Experiences and learning outcomes of a flipped communication course. Business and Professional Communication Quarterly, 82(3), 337-356.
Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Lambropoulos, N., & Pitsou, C. (2020). Blended collaborative learning supporting pedagogy students’ reflective practice. Creative Education, 11(10), 1930-1946.
Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65(2), 427-453.
Maarefvand, Z., Shams, G., Sabaghyan, Z. (2018). Investigating the learning culture of architecture students of Shahid Beheshti University (strengths and weaknesses). Educational Measurement and Evaluation Studies, 8(21), 159-190.
Macfarlane, B. (2004). Teaching with integrity: The ethics of higher education practice. Routledge.
Mahdi, M., Yamani Duozi Sorkhabi, M., Rezaeizadeh, M., & Monadi, M. (2021). Phenomenology of educational and research inequity experiences of students based on capability approach (case study: a public university in Tehran). Iranian Journal of Educational Society, 14(2), 39-51.
Mohammadi, M., Naseri Jahromi, R., & Moeini Shahraki, H. (2013). Investigating the relationship between the effectiveness (coherence, balance and appropriateness) of the curriculum with the technical, contextual and behavioral competencies of undergraduate students in management (commercial, industrial and educational) at Shiraz University. Curriculum Research, 3 (2), 53-72.
Mojtaba_zadeh, M., abbaspour, A., makeki, H., farasatkhah, M. (2018). Accreditation and quality assurance model of Iran's higher education system from the perspective of the experts. Journal of Research in Educational Science, 12(42), 7-24.
Munson, A., & Pierce, R. (2015). Flipping content to improve student examination performance in a pharmacogenomics course. American Journal of Pharmaceutical Education, 79(7), 1_7.
Nasrollahinia, F., Yamani Douzi Sorkhabi, M., Farasatkhah, M., & Rezaeizadeh, M. (2022). Identifying the factors and challenges of science production in the academic field. Journal of Iranian Cultural Research, 14(4), 1-31.
Notash, H., Rezaei-Zadeh, M., Elyasi, G. M., & Talebi, K. (2019). Identifying and modelling trustworthiness competencies of cluster development agents (CDAs). Journal of Enterprising Culture, 27(01), 61-91.
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. (2012). Qualitative analysis techniques for the review of the literature. Qualitative Report, 17(56), 1-28.
Rahman, A. A., Aris, B., Mohamed, H., & Zaid, N. M. (2014). The influences of Flipped Classroom: A meta analysis. In Engineering Education (ICEED), 2014 IEEE 6th Conference on (pp. 24-28). IEEE.
RezaeiZadeh, M., Hogan, M., O’Reilly, J., Cunningham, J., & Murphy, E. (2017). Core entrepreneurial competencies and their interdependencies: insights from a study of Irish and Iranian entrepreneurs, university students and academics. International Entrepreneurship and Management Journal, 13(1), 35-73.
Rezaei-zadeh, M., Ansari, M., & Murphy, E. (2014a). Interactive management (IM) as a qualitative research methodology: An introduction. Iranian Students Booking Agency.
Rezaei-Zadeh, M., Hogan, M., O’Reilly, J., Cleary, B., & Murphy, E. (2014b). Using interactive management to identify, rank and model entrepreneurial competencies as universities’ entrepreneurship curricula. The Journal of Entrepreneurship, 23(1), 57-94.
Rezaei-Zadeh, M., O’Reilly, J., Hogan, M., Cleary, B., & Murphy, E. (2013). Designing a specific tool for measuring students’ and tutors’ mutual expectations from each other in an e-learning platform. In ICELW 2013 conference proceeding (pp. 1-6).
Richey, R. C., & Klein, J. D. (2014). Design and development research: Methods, strategies, and issues. Routledge.
Seery, M. K. (2015). Flipped learning in higher education chemistry: Emerging trends and potential directions. Chemistry Education Research and Practice, 16(4), 758-768.
Sherrow, T., Lang, B., & Corbett, R. (2016). The flipped class: Experience in a university business communication course. Business and Professional Communication Quarterly, 79(2), 207-216.
Son, J. Y. (2016). Comparing physical, virtual, and hybrid flipped labs for general education biology. Online Learning, 20(3), 228-243.
Song, Y., & Kapur, M. (2017). How to flip the classroom- productive failure or traditional flipped classroom pedagogical design?. Journal of Educational Technology & Society, 20(1), 292-305.
Sushil, S. (2012). Interpreting the interpretive structural model. Global Journal of Flexible Systems Management, 13(2), 87-106.
Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37(1), 57-70.
Tsai, C. W., Shen, P. D., & Lu, Y. J. (2015). The effects of problem-based learning with flipped classroom on elementary students' computing skills: A case study of the production of Ebooks. International Journal of Information and Communication Technology Education (IJICTE), 11(2), 32-40.
Tse, W. S., Choi, L. Y., & Tang, W. S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398.
Wang, F. H. (2019). On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model. Computers & Education, 142, 1-13.
Wang, J., Jou, M., Lv, Y., & Huang, C. C. (2018). An investigation on teaching performances of model-based flipping classroom for physics supported by modern teaching technologies. Computers in Human Behavior, 84, 36-48.
Watson, R. H. (1978). Interpretive structural modeling: A useful tool for technology assessment?. Technological Forecasting and Social Change. 11(2), 165-185.
Woolfolk, A. (2017). Educational psychology. Pearson Education.
Yusefzadeh_Chowdary, M, & Shahmoradi, M. (2016). Evaluation of teaching quality based on Hénard & Roseveare model from the PhD students perspective. Education Strategies in Medical Sciences (ESMS), 9(4), 295-305.