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Journal of Computers in Education
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

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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.
Vorheriger Artikel Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario
Nächster Artikel Preschool teachers’ perceptions about TPACK in Greek educational context

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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.
 
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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

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