A Bibliometric and Visualization Analysis of Flipped Classroom Research in Higher Education from 2013 to 2022

Abstract

As a teaching approach, Flipped Classroom has been studied extensively since its emergence, despite the widespread use of flipped classrooms across different disciplines, few attempts have been made to systematically analyze the worldwide scientific production of Flipped Classroom studies in higher education using bibliometric methods. The objective of this study is to provide an overview of the current landscape of Flipped Classroom research in higher education. Data was collected from the Web of Science core collection, from articles published between 2013 and 2022, resulting in a total of 760 documents. The data was analyzed using CiteSpace for visualization and interpretation. Results showed that the USA and China are the primary research countries in the field of Flipped Classroom, with Hwang, Gwo-Jen being the most prolific researcher. Keywords such as "active learning", "performance", and "student engagement" were frequently utilized across the analyzed documents. With the rapid growth of Internet mobile technology, "online learning" in the context of Flipped Classroom has become a significant area of interest in recent years. These findings have important implications not only for educators but also for researchers in various disciplines, including nursing education, mathematics education, English language learning and teaching, mechanical engineering, and more. The outcomes of this study may support relevant researchers in seeking potential collaborators and reviewing current topics and frontiers in Flipped Classroom studies, while also providing insights for further in-depth research. Overall, this bibliometric and visualization analysis provides valuable insights into the current state of research on the Flipped Classroom in higher education and highlights areas for future exploration.