Flipped Classroom Research and Trends from Different Fields of Study

Abstract

This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students' learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice.Analysis of the impacts showed that flipped classroom brought positive impacts toward students' learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

“…Moreover, we also found that the data analysis techniques of the studies had not been analyzed in former research (e.g. Zainuddin & Halili, 2016;Aydin & Demirer, 2017;Sakar & Sagir, 2017;Yildiz et al, 2017).…”

“…This tendency is not consistent with other content analysis studies. In both Zainuddin and Halili (2016) and Aydin and Demirer's (2017) studies, the most frequently used methodologies in flipped classroom research were the mixed-method approach (quantitative and qualitative), followed by the quantitative approach.…”

“…Zainuddin & Halili, 2016;Aydin & Demirer, 2017;Sakar & Sagir, 2017;Yildiz et al, 2017). This can be explained both by the sample accessibility of the researchers and by the availability of the technology for the students at higher education.…”

“…Another finding is that the researchers utilized multiple instruments to collect rich information and identify effective flipped learning practices (e.g. Zainuddin & Halili, 2016). As widely known, the use of more than a single data collection tool is strongly recommended to enhance validity and reliability.…”

“…First, O'Flahert and Phillips (2015) aimed to provide a comprehensive overview of the relevant research in their scoping review of the flipped classroom in higher education and analyzed 28 studies. Secondly, Zainuddin and Halili (2016) analyzed the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives between 2013 and 2015. Thirdly, Aydin and Demirer (2017) conducted a content analysis for 90 studies on flipped model carried out between 2011 and 2015 and analyzed under seven different categories that are theoretical dimension, sampling, discipline, research method, tools used in the implementation process, variables, and pedagogical outcomes.…”