Flipped Classroom in Teacher Education: A Scoping Review

Han, Han; Røkenes, Fredrik Mørk

doi:10.3389/feduc.2020.601593

Cited by 27 publications

(22 citation statements)

References 49 publications

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“…It should also be added that the FC model is adapted to the prevailing online learning modality and use of new technologies (Herrera Mueses et al, 2019;Namaziandost and Çakmak, 2020;Stöhr et al, 2020), especially due to the COVID-19 pandemic. In this sense, online learning allows for distance learning, where technology is the medium of the learning process (Nguyen, 2015;Contreras et al, 2017;Hew and Lo, 2018;Han and Rokenes, 2020) Although synchronous and asynchronous classes can be combined in online learning, the situation due to the COVID-19 pandemic provided evidence of the need to conduct comprehensive teaching-learning processes, which combine the previously-mentioned class modalities (Chen et al, 2014;Namaziandost and Çakmak, 2020;Stöhr et al, 2020).…”

Section: The Pedagogic Model Of the Flipped Classroommentioning

confidence: 99%

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Bibliometric analysis of the flipped classroom pedagogical model: Trends and strategic lines of study

Bravo

Mercadé‐Melé²,

Ramos³

et al. 2022

Front. Educ.

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The Flipped Classroom (FC) emerged at the beginning of the 20th century as an alternative pedagogical model to the traditional classroom. It consists of inverting (flipping) some teaching-learning procedures, transferring some activities outside the classroom and reformulating the roles of the teacher and the student. The aim of this study is to identify the main existing trends and emerging strategic lines of research with respect to the FC pedagogical model. To this end, a bibliometric study was carried out by analyzing the international scientific production found in the Web of Science (WoS) database. A total of 2,194 articles were reviewed during the period from 2007 to 2021. The results showed an increase in publications on FC from 2013 onwards, reaching a significant peak in the scientific literature in the last 2 years. Scientific evidence is presented on the didactic virtue of the model, together with the increase in the degree of student satisfaction and motivation. New lines for the future are suggested, such as: providing evidence of the improvement in academic performance and solid and profound learning results in its application to different fields of knowledge, educational contexts, or with different types of students. Also, to investigate the co-responsibility of students by stimulating autonomy and self-regulation.

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Section: The Pedagogic Model Of the Flipped Classroommentioning

confidence: 99%

“…On the other hand, studies also exist which describe the limitations and challenges of the FC model (Schlairet et al, 2014;Lai and Hwang, 2016;Sun et al, 2017;Han and Rokenes, 2020):…”

Section: The Pedagogic Model Of the Flipped Classroommentioning

confidence: 99%

Bibliometric analysis of the flipped classroom pedagogical model: Trends and strategic lines of study

Bravo

Mercadé‐Melé²,

Ramos³

et al. 2022

Front. Educ.

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“…Author 2's narrative vignette presents a tale of recognition of the need for change and then profound reorientation, centring on the adoption of a flipped learning approach in the literacy units that were a part of initial teacher education (Han & Røkenes, 2020). This was driven, as Author 2 points out, by the circumstances of the pandemic and the extensive lockdowns in Melbourne that necessitated the shift to online learning.…”

Section: Analysis 1 (Author 1)mentioning

confidence: 99%

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Creely¹,

Lyons²

2022

AJET

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The move to online learning triggered by COVID-19 lockdowns in 2020 and 2021 necessitated a rapid movement to effectively design synchronous digital learning environments. In such environments research suggests that a flipped approach to teaching and learning is most appropriate in learning environments mediated by technologies. This article examines the experiences of two teacher educators in dealing with online learning environments in a time of change and examines the shift to a flipped approach in teaching literacy units that are part of a postgraduate initial teacher education degree at a university in Melbourne, Australia. The article presents a collaborative autoethnography of the experiences of the teacher educators, shared as a set of curated narrative vignettes, and analyses the thinking that supports the implementation of flipped learning. These practice narratives are understood through the lens of collaborative learning theory which emphasises negotiated meanings and knowledge creation within groups. In post-COVID times this article points to future possibilities for a flipped learning approach in hybrid or mixed learning environments and offers a conceptual process model for designing learning in response to change. Implications for practice or policy: Teacher educators may need to reconsider learning design for online and hybrid environments. Universities may need to be more open to student-centred pedagogies such as flipped learning. Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery.

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“…Many studies have already investigated the effects of students following an application of the FC approach in various educational areas and levels [12][13][14][15][16][17][18][19][20][21][22][23]. However, very few studies have focused their research on benefits within the PE area at different educational levels [24].…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball

et al. 2022

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The ubiquity of digital technology in society and school demands that teachers and students explore various pedagogical approaches to make use of those technologies in a fruitful way in order to enhance students’ educational outcomes. One approach emerging in the field of physical education (PE) is the pedagogical approach called flipped classroom (FC). The first purpose of this study was to assess the effects of the application of an FC approach on 284 Spanish secondary PE students regarding learning of the conceptual content of the activity itself, in this case volleyball. The second purpose was to assess how this intervention affected their motivation from an SDT perspective. Through a quantitative approach, positive results were found regarding the positive development of autonomous motivation and cognitive learning among students following an FC approach. These results were compared to a control group following a traditional approach to PE, highlighting the relevance of the methodology applied. The findings of the present study would be valuable for policymakers and stakeholders looking to promote the integration of digital technology into PE as part of enhancing the outcomes of PE for all students and thus contributing to quality and sustainable education.

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Flipped Classroom in Teacher Education: A Scoping Review

Cited by 27 publications

References 49 publications

Bibliometric analysis of the flipped classroom pedagogical model: Trends and strategic lines of study

Bibliometric analysis of the flipped classroom pedagogical model: Trends and strategic lines of study

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball

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