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

Abstract

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.

Without fear of change: the flipped classroom as a flexible model in different learning environments

“…The FC model can be encompassed within what we will call active methodologies, which are focused on the learning of the student ( Kane, 2007 ), provide more flexibility in their implementation, and which transform themselves into learning processes that are more independent from the physical space where they take place. Therefore, the methodological transformations performed by the professors to flip the classroom ( Namaziandost and Çakmak, 2020 ; Stöhr et al., 2020 ; del Arco et al., 2022 ) can be considered a prelude that will facilitate virtualization a posteriori.…”

“…The origin of this model is found in 2006, created by two teachers from Woodland Park High School (Colorado), Bergmann and Sams (2014) . Although the starting basis was to substitute an explanation in the classroom with a video, the concept has evolved towards a methodology that has shifted beyond this initial idea ( Llamazares, 2014 ; Flores, 2015 ; del Arco et al., 2022 ). It now promotes the diversification of resources and allows the teacher to make different decisions about the act of teaching and the management of the relationships with and between students ( Pinnelli and Fiorucci, 2015 ; Bicen and Beheshti, 2022 ).…”

The landscape of flipped classroom research: a bibliometrics analysis

“…In addition, we recognize that the current study is like another one (del Arco et al, 2022) in that it focuses on Web of Science research areas, country/region publications, published journals, and keywords, but we also present dynamic graphs, which provide more feedback on the trends in flipped classroom research, as shown in Figures 2B, 3A, 4, 6. Not only that, but we also propose several research hotspots and future study directions based on the keyword co-occurrence analysis.…”

Flipped Classroom Limited Face-to-Face Learning: A Bibliometric Study

“…The search was carried out before the covid pandemic occurred, therefore it will draw the results of the analysis carried out in 2019 and above. Recent research related to flipped classrooms in general in the range of 2007-2021 has been carried out using web of science databases, and recommends qualitative and quantitative research to analyze the potential of flipped classrooms (del Arco, Mercadé-Melé, Ramos-Pla, & Flores-Alarcia, 2022).…”