Skip to main content
Disciplines
Automotive
Business IT + Informatics
Construction + Real Estate
Electrical Engineering + Electronics
Energy + Sustainability
Insurance + Risk
Finance + Banking
Management + Leadership
Marketing + Sales
Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Start single access now
Request access for companies
EXTENDED SEARCH
Log in
Top
Journal of Computers in Education

Hint

Swipe to navigate through the articles of this issue

Published in: Journal of Computers in Education 3/2021

09-02-2021

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

Authors: Bengi Birgili, Fatma Nevra Seggie, Ebru Oğuz

Published in: Journal of Computers in Education | Issue 3/2021

Login to get access

Abstract

As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.
previous article Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario
next article Preschool teachers’ perceptions about TPACK in Greek educational context

To get access to this content you need the following product:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt 90 Tage mit der neuen Mini-Lizenz testen!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe



 


Jetzt 90 Tage mit der neuen Mini-Lizenz testen!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt 90 Tage mit der neuen Mini-Lizenz testen!

inform now
Footnotes
1
In this study, Eurasia refers to Turkey, Cyprus, and Russia.
 
2
We decided to categorize collaborative skills under the affective domain instead of soft skills because they are the skills which would be intentionally used as an instructional purpose.
 
Literature
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126(1), 334–345. CrossRef
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128(1), 269–283. CrossRef
Bakla, A. (2018). Learner-generated materials in a flipped pronunciation class: Asequential explanatory mixed-methods study. Computers & Education, 125(1), 14–38. CrossRef
Barkley, E. (2009). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene: ISTE: International Society for Technology in Education.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Eugene: ISTE: International Society for Technology in Education.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134–142.
Bloom, B. (1968). Learning for mastery: Instruction and curriculum. Chicago, IL: Chicago University Press.
Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.
Bognar, B., Sablic, M., & Skugor, A. (2018). Flipped learning and online discussion in higher education teaching. In L. Daniela (Ed.), Didactics of smart pedagogy (pp. 371–392). Cham: Springer Nature.
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sciences Education, 15(4), 1–6. CrossRef
Bristol, T. J. (2014). Flipping the classroom. Teaching and Learning in Nursing, 9, 43–46. CrossRef
Çakıroğlu, Ü., & Öztürk, M. (2017). Flipped classroom with problem-based activities: Exploring self-regulated learning in a programming language course. Educational Technology & Society, 20(1), 337–349.
Caligaris, M., Rodrígueza, G., & Laugeroa, L. (2016). A first experience of flipped classroom in numerical analysis. Procedia - Social and Behavioral Sciences, 217(1), 838–845. CrossRef
Canaleta, X., Vernet, D., Vicent, L., & Montero, J. A. (2014). Master in teacher training: A real implementation of active learning. Computers in Human Behavior, 31(1), 651–658. CrossRef
Chan, C. K. Y., Fong, E. T. Y., Luk, L. Y. Y., & Ho, R. (2017, November). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57(1), 1–10.
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(1), 226–239. CrossRef
Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students’ learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514–526. CrossRef
Chi, M. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105. CrossRef
Chivata, Y. P., & Oviedo, R. C. (2018). EFL students’ perceptions of activeness during the implementation of flipped learning approach at a Colombian university. Gist Education and Learning Research Journal, 17(1), 81–105. CrossRef
Choi, J., & Lee, Y. (2018). To what extent does “flipping” make lessons effective in a multimedia production class? Innovations in Education and Teaching International, 55(1), 3–12. CrossRef
Chyr, W.-L., Shen, P.-D., Chiang, Y.-C., Lin, J.-B., & Tsai, C.-W. (2018). Exploring the effects of online academic help-seeking and flipped learning on improving students’ learning. Journal of Educational Technology & Society, 20(3), 11–23.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge. CrossRef
Crouch, C., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(1), 970–977. CrossRef
Çukurbaşı, B., & Kıyıcı, M. (2018). Öğretmen adaylarının öğretimde internet teknolojilerini kullanmaya yönelik tercihlerindeki değişimin incelenmesi [An analysis on the change in preferences of preservice teachers towards use of the internet technologies in teaching]. Kastamonu Education Journal, 26(3), 765–776.
Davis, L., Neary, M. A., & Vaughn, S. E. (2013). Teaching advanced legal research in a flipped classroom.  Perspectives: Teaching Legal Research and Writing,  22(1), 13–19.
Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151–156. CrossRef
Deng, L. (2018). The project-based flipped learning model in business English translation course: Learning, teaching and assessment. English Language Teaching, 11(9), 118–128. CrossRef
Fadol, Y., Aldamen, H., & Saadullah, S. (2018). A comparative analysis of flipped, online and traditional teaching: A case of female Middle Eastern management students. The International Journal of Management Education, 16(1), 266–280. CrossRef
Fell-Kurban, C. (2019). Designing effective, contemporary assessment on a flipped educational sciences course. Interactive Learning Environments, 27(8), 1143–1159. CrossRef
Fidalgo-Blanco, A., Martinez-Nuñez, M., Borrás-Gene, O., & Sanchez-Medina, J. J. (2017). Micro flip teaching—An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713–723. CrossRef
Gostelow, N., Barber, J., Gishen, F., & Berlin, A. (2018). Flipping social determinants on its head: Medical student perspectives on the flipped classroom and simulated patients to teach social determinants of health. Medical Teacher, 40(7), 728–735. CrossRef
Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59(1), 82–92. CrossRef
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260. CrossRef
He, W., Holton, A. J., & Farkas, G. (2018). Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. Computers & Education, 125, 120–131. CrossRef
Heo, H. J., & Chun, B. A. (2018). Improving the higher order thinking skills using flipped learning: Focused on the in-class activities with problem posing and solving. Asia Life Sciences Supplement, 15(4), 2187–2199.
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(38), 1–12.
Hew, K. F., Zhu, Y., & Lo, C. K. (2018). Designing and evaluating postgraduate courses based on a 5e-flipped classroom model: A two-case mixed-method study. In S. Cheung, J. Lam, K. Li, O. Au, W. Ma, & W. Ho (Eds.), Technology in education: Innovative solutions and practices, ICTE 2018. Communications in computer and information science, 843. Singapore: Springer.
Hewitt, L. (2017). Timing is flipping everything: A case study in Law that suggests student engagement depends on when the Flipped Classroom is introduced. Compass: Journal of Learning and Teaching, 10(1), 1–8.
Hu, C.-F., & Hsu, F.-F. (2018). The value of adding a flipped learning component to a humanities course in higher education: Student perception and performance. Taiwan Journal of TESOL, 15(2), 1–32.
Hwang, G.-J., & Lai, C.-L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Educational Technology & Society, 20(1), 184–197.
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology enhanced flipped classroom with effective learning strategies. Journal of Computer Education, 2(4), 449–473. CrossRef
Jang, S., & Kim, N. (2004). Transition from high school to higher education and work in Korea, from the competency-based education perspective. International Journal of Educational Development, 24(6), 691–703. CrossRef
Jarvis, W., Halvorson, W., Sadeque, S., & Johnston, S. (2014). A large class engagement (lce) model based on service-dominant logic (sdl) and flipped classrooms. Education Research & Perspectives, 41, 1–24.
Karariga, I.-R., & Knox, B. (2012, July). Flipped classroom for professional development. Paper presented at the 4th International Conference on Education and New Learning Technologies (EDULEARN), Barcelona, Spain.
Kardaş, F., & Yeşilyaprak, B. (2015). A current approach to education: Flipped learning model. Ankara University Journal of Faculty of Educational Sciences, 48(2), 103–121.
Kim, H. S., Kim, M. Y., Cho, M.-K., & Jang, S. J. (2017). Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial. International of Journal Nursing Practice, 23(1), 1–10.
Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning Objects, 5(1), 91–109.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–264. CrossRef
Låg, T., & Sæle, R. G. (2019, July-September). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA Open, 5(3), 1–17.
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. CrossRef
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52, 62–84. CrossRef
Lin, H.-C., Hwang, G.-J., & Hsu, Y.-D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners’ nursing skills, learning achievement and learning perceptions. Computers & Education, 139(1), 207–221. CrossRef
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1–22.
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200. CrossRef
Lopes, A. P., & Soares, F. (2018). Perception and performance in a flipped financial mathematics classroom. The International Journal of Management Education, 16(1), 105–113. CrossRef
Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.
McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332–350.
MEF University. (2015, October). MEF flipped learning course design policy. Center for Research and Best Practices in Learning and Teaching (CELT), Istanbul, Turkey.
Mennella, T. A. (2016). Comparing the efficacy of flipped vs. alternative active learning in a college genetics course. The American Biology Teacher, 78(6), 471–479.
Merlin-Knoblich, C., & Camp, A. (2018). A case study exploring students’ experiences in a flipped counselling course. Counselor Education & Supervision, 57, 301–316. CrossRef
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications.
Molnar, K. K. (2017). What effect does flipping the classroom have on undergraduate student perceptions and grades? Education and Information Technologies, 22(1), 2741–2765. CrossRef
Murphy, J., Chang, J. M., & Suaray, K. (2016). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47(5), 653–673. CrossRef
Murray, D., McGill, T., Thompson, N., & Toohey, D. (2017). Can learners become teachers? Evaluating the merits of student generated content and peer assessment. Issues in Informing Science and Information Technology Education, 14, 21–33. CrossRef
Narendran, R., Almeida, S., Coombes, R., Hardie, G., Quintana-Smark, E., Zaher, N., et al. (2018). The role of self- determination theory in developing curriculum for flipped classroom learning: A case study of first-year business undergraduate course. Journal of University Teaching & Learning Practice, 15(5), 1–20. CrossRef
Niemi, H. (2002). Active learning—A cultural change needed in teacher education and in schools. Teaching and Teacher Education, 18(1), 763–780. CrossRef
Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43(1), 131–142. CrossRef
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25(1), 85–95. CrossRef
Oh, J., Kim, S. J., Kim, S., & Vasuki, R. (2017). Evaluation of the effects of flipped learning of a nursing informatics course. Journal of Nursing Education, 56(8), 477–483. CrossRef
Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education (IOSR-JRME), 5(6), 66–70.
Pardo A., & Mirriahi, N. (2017). Design, deployment and evaluation of a Flipped learning first-year engineering course. In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), (pp. 177–191). The Flipped classroom. Singapore: Springer.
Park, E. O., & Park, J. H. (2018). Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Japan Journal of Nursing Science, 15(2), 125–134. CrossRef
Parslow, G. R. (2012). Commentary: The Khan academy and the day-night flipped classroom. Biochemistry and Molecular Biology Education, 40(5), 337–338. CrossRef
Pintrich, P. R., & McKeachie, W. J. (2000). A framework for conceptualizing student motivation and self-regulated learning in the college classroom. In P. R. Pintrich & P. Ruohotie (Eds.), Conative constructions and self-regulated learning (pp. 31–50). Hameenlinna: RCVE.
Ponikwer, E., & Patel, B. A. (2018). Implementation and evaluation of flipped learning for delivery of analytical chemistry topics. Analytical and Bioanalytical Chemistry, 410, 2263–2269. CrossRef
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. CrossRef
Prince, M., & Vigeant, M. (2006). Using inquiry-based activities to promote understanding of critical engineering concepts. In ASEE Conference, Chicago, IL.
Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (2017). The flipped classroom: Practice and practices in higher education. Singapore: Springer Nature. CrossRef
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17(1), 74–84. CrossRef
Rodriguez, R. E. (2015). A massively flipped class: Designing and implementing active learning information literacy instruction for a large enrolment course. Reference Services Review, 44(1), 4–20. CrossRef
Rodriguez, M., Diaz, I., Gonzalez, E. J., & González-Miquel, M. (2018). Motivational active learning: An integrated approach to teaching and learning process control. Education for Chemical Engineers, 24(1), 7–12. CrossRef
Şahin, M., & Fell-Kurban, K. (2016). The flipped approach to higher education: Designing universities for today’s knowledge economies and societies. Bingley: Emerald Publishing. CrossRef
Şahin, M., & Fell-Kurban, K. (2019). The new university model: Flipped, adaptive, digital and active Learning (FADAL). Houston: FL Global Publishing.
Salem, A. A. M. S. (2018). Engaging ESP university students in flipped classrooms for developing functional writing skills, hots, and eliminating writer’s block. English Language Teaching, 11(12), 177–198. CrossRef
Sams, A. (2011). The flipped classroom. Paper presented at the Conference 242nd National Meeting of the American-Chemical-Society (ACS), Denver, CO.
Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership, 70(6), 16–20.
Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70–84. CrossRef
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: A meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79–103. CrossRef
Shyr, W.-J., & Chen, C.-H. (2018). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34, 53–62. CrossRef
Silberman, M. (1996).  Active learning: 101 strategies to teach any subject. Prentice-Hall, PO Box 11071, Des Moines, IA 50336-1071.
Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science and Educational Technology, 26(1), 347–358. CrossRef
Talbert, R. (2012, June). Learning matlab in the inverted classroom. Paper presented at the ASEE Annual Conference, San Antonio.
Telford, M., & Senior, E. (2017). Healthcare students’ experiences when integrating e-learning and flipped classroom instructional approaches. British Journal of Nursing, 26(11), 617–622. CrossRef
Thompson, P. (2013). Learner-centred education and ‘cultural translation.’ International Journal of Educational Development, 33(1), 48–58. CrossRef
Thoms, C. L. V. (2012, November). Enhancing the blended learning curriculum by using the "flipped classroom" approach to produce a dynamic learning environment. Paper presented at the 5th International Conference of Education, Research and Innovation (ICERI), Madrid, Spain.
Thongkoo, K., Panjaburee, P., & Daungcharone, K. (2019). A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach. International Journal of Mobile Learning and Organisation, 13(2), 129–151. CrossRef
Thongkoo, K., Panjaburee, P., & Daungcharone, K. (2019). Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education. Knowledge Management & E-Learning, 11(3), 304–324.
Trust, T., Maloy, R. W., & Edwards, S. (2018). Learning through making: Emerging and expanding designs for college classes. TechTrends: Linking Research and Practice to Improve Learning, 62(1), 19–28.
Tsai, C., Shen, P., Chiang, Y., & Lin, C. (2017). How to solve students’ problems in a flipped classroom: A quasi-experimental approach. Universal Access in the Information Society, 16, 225–233. CrossRef
Van Ments, M. (1999). The effective use of role-play: Practical techniques for improving learning. London: Kogan Page.
Voronina, M. V., Moroz, O. N., Sudarikov, A. E., Rakhimzhanova, M. B., & Muratbakeev, E. K. (2017). Systematic review and results of the experiment of a flipped learning model for the courses of descriptive geometry, engineering and computer graphics, computer geometry. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4831–4845. https://​doi.​org/​10.​12973/​eurasia.​2017.​00967a. CrossRef
White, B., & Frederiksen, J. (1998). Inquiry, modelling and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118. CrossRef
Winter, J. W. (2018). Analysis of knowledge construction during group space activities in a flipped learning course. Journal of Computer Assisted Learning, 34, 720–730. CrossRef
Wu, W.-C.V., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142–157.
Yildiz-Durak, H. (2018). Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables. Journal Computer Assisted Learning, 34(1), 939–959. CrossRef
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(3), 313–340. CrossRef
Zainuddin, Z., Zhang, Y., Li, X., Chu, S. K. W., Idris, S., & Keumala, C. M. (2019b). Research trends in flipped classroom empirical evidence from 2017 to 2018: A content analysis. Interactive Technology and Smart Education, 16(3), 255–277. CrossRef
Zeybek, G. (2020). Flipped learning. In Ş Orakcı (Ed.), Paradigm shifts in 21st century teaching and learning (pp. 158–180). Hershey: IGI Global. CrossRef
Zhan, Y., So, W. W. M., & Cheng, I. N. Y. (2017). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education, 37(3), 375–388. CrossRef
Zhonggen, Y., & Liheng, Y. (2017). Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class. Education and Information Technologies, 22(4), 1587–1603. CrossRef
Metadata
Title
The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis
Authors
Bengi Birgili
Fatma Nevra Seggie
Ebru Oğuz
Publication date
09-02-2021
Publisher
Springer Berlin Heidelberg
Published in
Journal of Computers in Education / Issue 3/2021
Print ISSN: 2197-9987
Electronic ISSN: 2197-9995
DOI
https://doi.org/10.1007/s40692-021-00183-y

Other articles of this Issue 3/2021

Journal of Computers in Education 3/2021 Go to the issue

OriginalPaper

Preschool teachers’ perceptions about TPACK in Greek educational context

Correction

Correction to: The structure of Chinese beginning online instructors’ competencies: evidence from Bayesian factor analysis

OriginalPaper

A scalable and customizable multimedia framework for behavioral intervention

OriginalPaper

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

OriginalPaper

The structure of Chinese beginning online instructors’ competencies: evidence from Bayesian factor analysis

OriginalPaper

Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Premium Partner

Neuer Inhalt
    Image Credits