This rapid review is based on 14 articles published in the year 2019 and 2020 that report on the flipped classroom. This review study aims to examine underpinning theories to design flipped classroom and the models of the flipped classroom utilized in the different disciplinary, curricular, and technological contexts.
Design/Approach/Methods
The ProQuest database was used to search the articles for the study with the keyword “flipped classroom” and “Flipped learning.” Cochrane rapid review method was used as a methodology to investigate theoretical underpinnings, models, and the disciplinary and technological context of the studies.
Findings
This study found that flipped classroom approach was practiced in various disciplinary contexts and was mostly based on the theory of constructivism. Technological use in the flipped classroom models ranges from just using videos to fully online using different applications and learning management systems. The findings of the studies showed that there is a positive impact of the flipped classroom on learning, motivation, and anxiety.
Originality/Value
This study utilized the Cochrane rapid review method in the educational setting.
AghaeiK.RajabiM.LieK. Y.AjamF. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25(3), 1607–1623. https://doi.org/10.1007/s10639-019-10039-9
2.
Al-SamarraieH.ShamsuddinA.AlzahraniA. I. (2020). A flipped classroom model in higher education: A review of the evidence across disciplines. In Educational technology research and development (Vol. 68, Issue 3): 1017–1051. Springer US. https://doi.org/10.1007/s11423-019-09718-8
3.
AşıksoyG. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Qual Quant, 52(suppl 1), 129–145. https://doi.org/10.1007/s11135-017-0597-1
4.
BergmannJ.SamsA. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education. iste, ASCD.
5.
BhagatK. K.ChangC.-N.ChangC.-Y. (2016). The impact of the flipped classroom on high school mathematics students’ academic performance and self-efficacy. Educational Technology & Society, 19(3), 124–132. https://doi.org/10.2307/jeductechsoci.19.3.134
6.
BishopVerleger. (2013). Student learning and engagement in Mathematics flipped classrooms: An action research study in a secondary school. 135–166.
7.
BlayoneT. J. B.vanOostveenR.BarberW.DiGiuseppeM.ChildsE. (2017). Democratizing digital learning: Theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(13). https://doi.org/10.1186/s41239-017-0051-4
8.
BorkowskiJ. G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25(4), 253–257. doi:https://doi.org/10.1177/002221949202500406
9.
ChangC.LinH. C. K. (2019). Classroom interaction and learning anxiety in the IRS-integrated flipped language classrooms. Asia-Pacific Education Researcher, 28(3), 193–201. https://doi.org/10.1007/s40299-018-0426-x
10.
ChisA. E.MoldovanA.-N.MurphyL.PathakP.MunteanC. H. (2018). Investigating flipped classroom and problem-based learning in a programming module for computing conversion course. Educational Technology & Society, 21(4), 232–247.
CopeB.KalantzisM. (2015). The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies. In: CopeB.KalantzisM. (Eds.), A Pedagogy of Multiliteracies (pp. 1–36). London: Palgrave Macmillan. https://doi.org/10.1057/9781137539724
13.
FisherR.PerényiÁBirdthistleN. (2018). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, (2), 146978741880170. https://doi.org/10.1177/1469787418801702
14.
Flipped Learning Network (2014). The four pillars of FLIPTM. Viitattu, 2(c), 2015.
15.
GarrittyC.GartlehnerG.Nussbaumer-StreitB.KingV. J.HamelC.KamelC.AffengruberL.StevensA. (2021). Cochrane rapid reviews methods group offers evidence-informed guidance to conduct rapid reviews. Journal of Clinical Epidemiology, 130, 13–22. https://doi.org/10.1016/j.jclinepi.2020.10.007
16.
JianQ. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. Electronic Library, 37(5), 842–859. https://doi.org/10.1108/EL-02-2019-0024
17.
KardipahS.WibawaB. (2020). A flipped-blended learning model with augmented problem based learning to enhance students’ computer skills. TechTrends, 64(3), 507–513. https://doi.org/10.1007/s11528-020-00506-3
18.
KashadaA.LiH.SuC. (2017). Chinaflipped. International Journal of Emerging Technologies in Learning(IJET), 12(10), 147–157. https://doi.org/10.3991/ijet.v12i10.7308
19.
KirschnerP. A.SwellerJ.KirschnerF.ZambranoJ. R. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213–233. https://doi.org/10.1007/s11412-018-9277-y
20.
LinC. J.HwangG. J.FuQ. K.ChenJ. F. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance and reflective behaviors. Educational Technology and Society, 21(3), 117–131.
21.
LinL. C.HungI. C.KinshukChenN. S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course. Educational Technology Research and Development, 67(6), 1573–1591. https://doi.org/10.1007/s11423-019-09698-9
22.
LoizouM.LeeK. (2020). A flipped classroom model for inquiry-based learning in primareducation context. Research in Learning Technology, 28, 1–18. https://doi.org/10.25304/rlt.v28.2287
23.
LouhabF. E.BahnasseA.BensalahF.KhiatA.KhiatY.TaleaM. (2020). Novel approach for adaptive flipped classroom based on learning management system. Education and Information Technologies, 25(2), 755–773. https://doi.org/10.1007/s10639-019-09994-0
24.
LouhabF. E.BahnasseA.TaleaM. (2018). Considering mobile device constraints and context-awareness in adaptive mobile learning for flipped classroom. Education and Information Technologies, 23(6), 2607–2632. https://doi.org/10.1007/s10639-018-9733-3
25.
OudaH.AhmedK. (2016). Flipped learning as a new educational paradigm: An analytical critical study. European Scientific Journal, 12(10), 417. https://doi.org/10.19044/esj.2016.v12n10p417
PoudelN.ShresthaD. P. (2021). Managerial challenges and opportunities to managing schools after COVID-19 in Nepal. BYAVASTHAPAN, 40(1), 55–64. https://www.man.org.np/downloads
28.
PrestiC. R. (2016). The flipped learning approach in nursing education: A literature review. Journal of Nursing Education, 55(5), 252–257. https://doi.org/10.3928/01484834-20160414-03
29.
RaiB.ZhuJ. Y.KohD. C.-I.XiaojuanK.KrishnaswamyL.ChandramohanadasR.ShiO. E.LeongP. K. (2020). An investigation into the impact of the flipped classroom with active learning on the perception and performance of biology nonmajor students at the undergraduate level. Journal of College Science Teaching, 50(2), 27–39.
30.
RaiB.ZhuJ. Y.XiaojuanK.KrishnaswamyL.ChandramohanadasR.ShiO. E.LeongP. K. (2020). An investigation into the impact of the flipped classroom with active learning on the perception and performance of biology nonmajor students at the undergraduate level. Journal of College Science Teaching, 50(2), 27.
31.
RamirezD.HinojosaC.RodriguezF. (2014). Advantages and disadvantages of flipped classroom: Stem Students’ perceptions. Iceri2014: 7Th International Conference of Education, Research and Innovation, October 2014, 121–127. https://doi.org/10.13140/RG.2.1.2430.8965
32.
SchmidtH. G.RotgansJ. I.YewE. H. J. (2019). Cognitive constructivist foundations of problem-based learning. In The wiley handbook of problem-based learning (pp. 25–50). Wiley. https://doi.org/10.1002/9781119173243.ch2
33.
SongY.JongM. S. Y.ChangM.ChenW.SongY.JongM. S. Y.ChangM.ChenW. (2017).Guest Editorial: “HOW” to Design, Implement and Evaluate?-A Synthesis .Journal of Educational Technology & Society, 20(1), 180–183. http://www.jstor.org/stable/jeductechsoci.20.1.180
34.
TullisJ. G.GoldstoneR. L. (2020). Why does peer instruction benefit student learning?Cognitive Research: Principles and Implications, 5(15). https://doi.org/10.1186/s41235-020-00218-5
35.
Van Der ZwanN.AfonsoA. (2019). Activating the research methods curriculum: A blended flipped classroom. PS - Political Science and Politics, 52(4), 749–753. https://doi.org/10.1017/S1049096519000581
36.
WelbersK.KonijnE. A.BurgersC.Bij de VaateA.EdenA.BrugmanB. C. (2019). Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-learning and Digital Media, 16(2), 92–109. https://doi.org/10.1177/2042753018818342
37.
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38.
Yen-NanL.Lu-HoH. (2019). From social interactions to strategy and skills promotion: An ASQI-based mobile flipped billiards training approach to improving students’ learning engagement, performance and perceptions. Journal of Educational Technology & Society, 22(2), 71–85.
39.
ZainuddinZ.HaliliS. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distance Learning, 17(3), 313–340. https://doi.org/10.19173/irrodl.v17i3.2274
40.
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41.
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