Skip to main content
Erschienen 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

verfasst von: Bengi Birgili, Fatma Nevra Seggie, Ebru Oğuz

Erschienen in: Journal of Computers in Education | Ausgabe 3/2021

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

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.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

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 Wissensvorsprung sichern!

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 Wissensvorsprung sichern!

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 Wissensvorsprung sichern!

Fußnoten
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.
 
Literatur
Zurück zum Zitat Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126(1), 334–345.CrossRef Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126(1), 334–345.CrossRef
Zurück zum Zitat Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128(1), 269–283.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
Zurück zum Zitat Bakla, A. (2018). Learner-generated materials in a flipped pronunciation class: Asequential explanatory mixed-methods study. Computers & Education, 125(1), 14–38.CrossRef Bakla, A. (2018). Learner-generated materials in a flipped pronunciation class: Asequential explanatory mixed-methods study. Computers & Education, 125(1), 14–38.CrossRef
Zurück zum Zitat Barkley, E. (2009). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass. Barkley, E. (2009). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Zurück zum Zitat 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. (2012). Flip your classroom: Reach every student in every class every day. Eugene: ISTE: International Society for Technology in Education.
Zurück zum Zitat Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat Bloom, B. (1968). Learning for mastery: Instruction and curriculum. Chicago, IL: Chicago University Press. Bloom, B. (1968). Learning for mastery: Instruction and curriculum. Chicago, IL: Chicago University Press.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat Bristol, T. J. (2014). Flipping the classroom. Teaching and Learning in Nursing, 9, 43–46.CrossRef Bristol, T. J. (2014). Flipping the classroom. Teaching and Learning in Nursing, 9, 43–46.CrossRef
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat Chi, M. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105.CrossRef Chi, M. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105.CrossRef
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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. 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.
Zurück zum Zitat Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.CrossRef Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.CrossRef
Zurück zum Zitat Crouch, C., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(1), 970–977.CrossRef Crouch, C., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(1), 970–977.CrossRef
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat Fell-Kurban, C. (2019). Designing effective, contemporary assessment on a flipped educational sciences course. Interactive Learning Environments, 27(8), 1143–1159.CrossRef Fell-Kurban, C. (2019). Designing effective, contemporary assessment on a flipped educational sciences course. Interactive Learning Environments, 27(8), 1143–1159.CrossRef
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59(1), 82–92.CrossRef
Zurück zum Zitat Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260.CrossRef Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260.CrossRef
Zurück zum Zitat 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 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
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(38), 1–12.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. (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.
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–264.CrossRef Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–264.CrossRef
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52, 62–84.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
Zurück zum Zitat 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 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
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall. Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.
Zurück zum Zitat McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332–350. McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332–350.
Zurück zum Zitat MEF University. (2015, October). MEF flipped learning course design policy. Center for Research and Best Practices in Learning and Teaching (CELT), Istanbul, Turkey. MEF University. (2015, October). MEF flipped learning course design policy. Center for Research and Best Practices in Learning and Teaching (CELT), Istanbul, Turkey.
Zurück zum Zitat 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. 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.
Zurück zum Zitat Merlin-Knoblich, C., & Camp, A. (2018). A case study exploring students’ experiences in a flipped counselling course. Counselor Education & Supervision, 57, 301–316.CrossRef Merlin-Knoblich, C., & Camp, A. (2018). A case study exploring students’ experiences in a flipped counselling course. Counselor Education & Supervision, 57, 301–316.CrossRef
Zurück zum Zitat Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications.
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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. (2002). Active learning—A cultural change needed in teacher education and in schools. Teaching and Teacher Education, 18(1), 763–780.CrossRef
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education (IOSR-JRME), 5(6), 66–70. Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education (IOSR-JRME), 5(6), 66–70.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat Parslow, G. R. (2012). Commentary: The Khan academy and the day-night flipped classroom. Biochemistry and Molecular Biology Education, 40(5), 337–338.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
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.CrossRef Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.CrossRef
Zurück zum Zitat Prince, M., & Vigeant, M. (2006). Using inquiry-based activities to promote understanding of critical engineering concepts. In ASEE Conference, Chicago, IL. Prince, M., & Vigeant, M. (2006). Using inquiry-based activities to promote understanding of critical engineering concepts. In ASEE Conference, Chicago, IL.
Zurück zum Zitat Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (2017). The flipped classroom: Practice and practices in higher education. Singapore: Springer Nature.CrossRef Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (2017). The flipped classroom: Practice and practices in higher education. Singapore: Springer Nature.CrossRef
Zurück zum Zitat 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 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
Zurück zum Zitat 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, 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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. (2016). The flipped approach to higher education: Designing universities for today’s knowledge economies and societies. Bingley: Emerald Publishing.CrossRef
Zurück zum Zitat Şahin, M., & Fell-Kurban, K. (2019). The new university model: Flipped, adaptive, digital and active Learning (FADAL). Houston: FL Global Publishing. Şahin, M., & Fell-Kurban, K. (2019). The new university model: Flipped, adaptive, digital and active Learning (FADAL). Houston: FL Global Publishing.
Zurück zum Zitat 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 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
Zurück zum Zitat Sams, A. (2011). The flipped classroom. Paper presented at the Conference 242nd National Meeting of the American-Chemical-Society (ACS), Denver, CO. Sams, A. (2011). The flipped classroom. Paper presented at the Conference 242nd National Meeting of the American-Chemical-Society (ACS), Denver, CO.
Zurück zum Zitat Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership, 70(6), 16–20. Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership, 70(6), 16–20.
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Zurück zum Zitat Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Prentice-Hall, PO Box 11071, Des Moines, IA 50336-1071. Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Prentice-Hall, PO Box 11071, Des Moines, IA 50336-1071.
Zurück zum Zitat 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 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
Zurück zum Zitat Talbert, R. (2012, June). Learning matlab in the inverted classroom. Paper presented at the ASEE Annual Conference, San Antonio. Talbert, R. (2012, June). Learning matlab in the inverted classroom. Paper presented at the ASEE Annual Conference, San Antonio.
Zurück zum Zitat 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 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
Zurück zum Zitat Thompson, P. (2013). Learner-centred education and ‘cultural translation.’ International Journal of Educational Development, 33(1), 48–58.CrossRef Thompson, P. (2013). Learner-centred education and ‘cultural translation.’ International Journal of Educational Development, 33(1), 48–58.CrossRef
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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). 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
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat Van Ments, M. (1999). The effective use of role-play: Practical techniques for improving learning. London: Kogan Page. Van Ments, M. (1999). The effective use of role-play: Practical techniques for improving learning. London: Kogan Page.
Zurück zum Zitat 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 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
Zurück zum Zitat White, B., & Frederiksen, J. (1998). Inquiry, modelling and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118.CrossRef White, B., & Frederiksen, J. (1998). Inquiry, modelling and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118.CrossRef
Zurück zum Zitat 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 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
Zurück zum Zitat 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. 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.
Zurück zum Zitat 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 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
Zurück zum Zitat 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., & 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
Zurück zum Zitat 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 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
Zurück zum Zitat Zeybek, G. (2020). Flipped learning. In Ş Orakcı (Ed.), Paradigm shifts in 21st century teaching and learning (pp. 158–180). Hershey: IGI Global.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
Zurück zum Zitat 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 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
Zurück zum Zitat 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 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
Metadaten
Titel
The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis
verfasst von
Bengi Birgili
Fatma Nevra Seggie
Ebru Oğuz
Publikationsdatum
09.02.2021
Verlag
Springer Berlin Heidelberg
Erschienen in
Journal of Computers in Education / Ausgabe 3/2021
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI
https://doi.org/10.1007/s40692-021-00183-y

Weitere Artikel der Ausgabe 3/2021

Journal of Computers in Education 3/2021 Zur Ausgabe

Premium Partner