How to advance our understanding of flipped learning: Directions and a descriptive framework for future research

Abstract

With the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.

Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020

“…Empirical studies published between January 2011 and December 2020 (10 years) were reviewed. This period covered the majority of the existing flipped classroom research because few studies were published before 2012 (Lo and Hwang, 2018). To be included in this review, the studies had to focus on the use of the flipped classroom approach in mathematics education contexts, such as in teaching algebra, calculus, and statistics.…”

Flipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementation

“…Then, the activities before, during and after the class were detailed by the students and the professor as a guide. This framework is easily adaptable to the various modes of education (face-to-face, blended or online learning) that act in complicity with the use of ICT [12], [20], [21].…”

“…However, once the pedagogical proposal is defined, teaching-learning strategies will be designed with the use of ICT and didactics to achieve the competences foreseen in the pedagogical design. Authors such as Kim et al [20], Lo & Hwang [21], DePietro et al [12] and Hew et al [18] used the framework as a tool that provides a cohesive structure with validated components. It is adaptable because it allows for different learning styles and areas to be worked with according to the needs of professors and students.…”

Action research as a tool of teaching ESP in a flipped learning environment

“…[The researcher's field notes, February 21 st , 2018] Peer interaction has also been found to reinforce learning in a flipped learning environment in the related literature (e.g. Bergmann & Sams, 2012;Filiz& Benzet, 2018;Fulton, 2012;Lo & Hwang, 2018;Wang, 2017). As well as in collaborative activities in group space, such as group discussion, collaborative reading and/or writing tasks, etc., Wang (2017) suggests peer interaction can also be achieved via technologysupported collaborative activities, such as online discussions through forum or chat, and asynchronously handled collaborative writing tasks through LMS systems.…”

“…To begin with, flipped learning has been found to allow efficient use of class time, which leads to active learning (e.g. Bishop & Verleger, 2013;Chen, et al, 2017;Correa, 2015;Çevikbaş & Argün, 2017;Elmaadaway, 2017;Fulton, 2012;Karagöl & Esen, 2019;Lo & Hwang, 2018;McNally et al, 2017). Second, since flipped content is delivered outside the class, more time is dedicated to active learning tasks; and thus, the active learners in a flipped class get engaged in deep learning of the subject matter, as is the case with the current study (e.g.…”