Innovative Teaching: A Qualitative Review of Flipped Classrooms

Abstract

The extent and importance of web-based learning in higher education have increased tremendously in the last decade, triggered by new educational technologies and pedagogical approaches. Higher education lecturing has traditionally followed a teacher-centered approach, with lecturers giving classes in the classroom and students performing out-of-class activities. Under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role. The flipped classroom emphasizes the role of the student in the center of the learning environment and facilities an active learning pedagogy. This paper reviews the most recent case studies related to the flipped classroom approach in order to provide educators guidelines on the best practices, traits, and merits of the flipped classroom. A total of 22 case studies were included in this qualitative review of the flipped classroom. The methodological inquiry followed the PRISMA flow diagram that identified an initial pool of 3,764 articles. Upon identification of relevant case studies (n=22), a five-point Likert-type sentiment rating was assigned as the basis to structure the discussion. The rating was based on the students’ perceptions of the flipped classrooms as investigated in the articles. The assessment confirms that the majority of students have a positive perception of this learning pedagogy. However, there are concerns about increased workload for students, ambiguity in expected learning outcomes, and an initial barrier to actively contribute; these are the primary implications of this review.

Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

“…Traditionally, teaching in higher education has taken a teacher-centered approach, with lecturers delivering classes and students performing out-of-class activities (Fuchs, 2021). Fuchs (2021, p. 18) further stated that "under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role".…”

“…Fuchs (2021, p. 18) further stated that "under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role". He argued that because of new educational technologies and pedagogical approaches, the scope and impact of web-based learning in higher education have expanded in the recent decade (Fuchs, 2021). The technology enhanced flipped classroom (TEFC) promotes the students' role as the focus of the learning environment and encourages active learning.…”

“…In contrast to these internal challenges, the external challenges are not limited to, but include, the attitude of the students, their level of confidence, and cultural beliefs. The majority of studies (Wang, 2017;Pinna et al, 2019;Murillo-Zamorano et al, 2019;Fuchs, 2021) concluded that the flipped classroom has a positive effect on students' level of engagement, knowledge development, and cognitive skills. Student Response Systems (SRS), as part of TEL, aim to enhance students' active participation in a flipped classroom (Abeysekera & Dawson, 2014).…”

“…Student Response Systems (SRS), as part of TEL, aim to enhance students' active participation in a flipped classroom (Abeysekera & Dawson, 2014). A reoccurring claim is that active learning pedagogies require more time in preparing for a lecture, as opposed to a traditional classroom setting (Fuchs, 2021).…”

A Perspective on the Flipped Learning Pedagogy in Thai Undergraduate Education

“…The scope, quality, and importance of web-based learning in higher education have increased remarkably over the last decade (Fuchs, 2021a). Fuchs (2021a) states that "the trend is largely triggered by new educational technologies and pedagogical approaches" (p. 18). The flipped classroom approach is not a new concept, though it has gained tremendous popularity in recent years.…”