Flipped classroom in accounting courses: A systematic review

Abstract

Flipped classroom (FC) is one of the learning approaches that are currently being implemented in various fields of study in higher education because it has several advantages over traditional methods. However, the implementation of FC in accounting courses is still limited. This review aimed to investigate the FC implementation in accounting courses in higher education, particularly the reasons for implementing FC, the strategy and its impacts. The 15 articles reviewed were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram. The results indicated that the application of FC is motivated by problems that occur in accounting courses, the weaknesses of the method used, the desire to increase student learning experiences, and the potential offered by FC to improve accounting learning. The strategies used in implementing FC varied. FC had a positive impact on accounting learning and most students prefer this approach. FC is a recommended approach for accounting as an application-oriented course. Keywords: Accounting courses, flipped classroom, flipped learning, higher education, systematic review;

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

“…The IFCM was developed to provide an instructional impact in the form of increasing student CTS related to Introductory Accounting course material, as well as increasing student LR. Meanwhile, the implementation of the IFCM is also expected to provide accompanying impacts, including learning independence, learning motivation, learning satisfaction, and the ability to work together and communicate (Nugraheni, Sukirno, Hendrowibowo, & Aji, 2022).…”