TPC Journal-Vol 9- Issue 2-Full-Issue

The Professional Counselor | Volume 9, Issue 2 125 Nouri, J. (2016). The flipped classroom: For active, effective and increased learning—especially for low achievers. International Journal of Educational Technology in Higher Education , 13 , 1–10. doi:10.1186/s41239-016-0032-z O’Brien, B., & Iannone, P. (2018). Students’ experiences of teaching at secondary school and university: Sharing responsibility for classroom engagement. Journal of Further and Higher Education , 42 , 922–936. doi:10.1080/0309877X.2017.1332352 Okech, D., Barner, J., Segoshi, M., & Carney, M. (2014). MSW student experiences in online vs. face-to-face teaching formats. Social Work Education , 33 , 121–134. doi :10.1080/02615479.2012.738661 Paechter, M., Kreisler, M., Luttenberger, S., Macher, D., & Wimmer, S. (2013). Communication in e-learning courses. The Internet and Higher Education , 44 , 429–433. doi:10.1007/s11612-013-0223-1 Platt, C. A., Raile, A. N. W., & Yu, N. (2014). Virtually the same? Student perceptions of the equivalence of online classes to face-to-face classes. Journal of Online Learning and Teaching , 10 , 489–503. Sezer, B. (2016). The effectiveness of a technology-enhanced flipped science classroom. Journal of Educational Computing Research , 55 , 471–494. doi:10.1177/0735633116671325 Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice , 15 , 162–167. doi:10.1016/j.nepr.2014.12.001 Sommers-Flanagan, J., & Heck, N. (2012). Counseling skills: Building the pillars of professional counseling. In D. M. Perera-Diltz and K. C. MacCluskie (Eds.), The counselor educator’s survival guide: Designing and teaching outstanding courses in community mental health counseling and school counseling (pp. 153–170) . New York, NY: Routledge. Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education ,  107 , 113–126. doi:10.1016/j.compedu.2017.01.00 Thompson, B. (2006). Role of effect sizes in contemporary research in counseling. Counseling and Values , 50 , 176–186. doi:10.1002/j.2161-007X.2006.tb00054.x Trowler, V. (2010). Student engagement literature review. The Higher Education Academy. Retrieved from http:// www.academia.edu/743769/Student_engagement_literature_review Wallace, M. L., Walker, J. D., Braseby, A. M., & Sweet, M. S. (2014). “Now, what happens during class?” Using team-based learning to optimize the role of expertise within the flipped classroom. Journal on Excellence in College Teaching , 25 , 253–273. Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth graded classrooms: The Classroom Engagement Inventory. School Psychology Quarterly , 29 , 517–535. doi:10.1037/spq0000050 Wanner, T., & Palmer, E. (2015). Personalizing learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers and Education , 88 , 354–369. doi :10.1016/j.compedu.2015.07.008 Young, S., & Duncan, H. E. (2014). Online and face-to-face teaching: How do student ratings differ? Journal of Online Learning and Teaching , 10 , 70–79. Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning , 17 , 313–340. doi:10.19173/irrodl.v17i3.2274