A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

Abstract

An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom approach. Fifteen journal publications of K-12 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered. The results suggested that a variety of pre-class (e.g., online exercises) and in-class (e.g., brief review, individual practices) activities were provided in addition to instructional videos and small-group activities respectively. The use of flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement when compared to traditional classroom. Mixed results of student attitude toward flipped classroom approach were discovered. Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges. Finally, several recommendations of future research are provided. ReviewFlipped classroom approach has become a popular pedagogy in many education institutes around the world. The basic notion of flipped classroom approach is to deliver the teacher's lectures before class through online videos, in order to free-up the in-class time for active learning and problem solving activities.The use of flipped classroom approach has been extensively studied, especially in the contexts of higher education. Following the previous reviews (e.g., Bernard 2015; Betihavas et al.

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

“…There are various methods to apply the FCA depending on the nature of the target group, characteristics of the educational systems, and the needs for which this approach has been used. Previous studies suggest that a number of models can be applied to the FCA in K‐12 and higher education (Kirvan et al, ; Lo & Hew, ; Zhou & Jiang, ). Despite this diversity, these models may not necessarily meet the needs of the teacher and the educational situation in which they will be used.…”

“…These delivery techniques provide learners with the opportunity to practice self‐paced learning outside the classroom. Class time is used to engage learners in activities that adopt active learning strategies, such as problem‐solving, explaining advanced concepts of the subject, answering learners' questions, and helping them complete their exercises (Bishop & Verleger, ; Lo & Hew, ).…”

“…Lo and Hew () noticed a lack of interest in applying an appropriate theoretical framework for the designing of video tutorials in their review of studies that adopted FCA. They recommended considering the principles of cognitive theory of multimedia learning (CTML) to address this shortcoming by using its principles while designing educational multimedia for out‐of‐class activities to improve learners' academic achievements.…”

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

“…In university PE, Hinojo-Lucena et al [82] have demonstrated that a FL approach improves academic performance and positively affects motivation. While some negative aspects of FL are pointed out, like the extra work-load that some students perceive [83,84], the reported challenges are far fewer than the reported advantages [84], and a recent review of FL in K-12 education concludes that FL promotes active learning, providing a neutral or positive impact on student achievement [85]. These findings could suggest that the FL approach is beneficial across a range of school contexts and ages, and regarding several desired outcomes in PE.…”

Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

“…The growing body of research on the flipped classroom has paved the way for a few review articles about the flipped classroom in general [4,5], in K-12 education [6], and in specific fields, such as engineering education [7] and nursing education [8].…”