Review of flipped learning in engineering education: Scientific mapping and research horizon

Abstract

The COVID-19 pandemic makes flipped learning more relevant to address the challenges of remote learning. Therefore, renewed attention is warranted in critically appraising the implications on which flipped learning is built. Though several studies have reviewed the flipped learning research in the past, the majority has qualitatively synthesized the flipped learning literature, thus, lacking the overall perspective provided quantitatively for appraising the existing state of affairs of flipped learning research in engineering education. This study addresses this gap by objectively mapping the conceptual, intellectual, and social structure of research development in flipped learning using a bibliometric review method. Findings reveal that flipped learning in engineering education is a relatively new field of research and in recent time it has entered into the stage of exponential growth. Findings also show the effectiveness of the flipped learning model to address the challenges of complex pedagogical applications in different fields of engineering education. This study provides a quantitative synopsis of the flipped learning literature which can be used as an anchor for future study.

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

“…In recent years, there has been an increasing interest in the implementation of flipped learning in various educational settings (e.g., Bauer-Ramazani et al, 2016 ; Challob, 2021 ; Ekici, 2021 ; Mamum et al, 2021 ; Meyliana et al, 2021 ; Tanner & Scott, 2015 ). According to its broad definition, flipped learning is “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (Flipped Learning Network, 2014 , P.1).…”

Innovation in Digital Education: Lessons Learned from the Multiple Sclerosis Management Master’s Program

“…Certainly, the planned on-site portions of the program in specialized clinical settings or active participation in expert meetings will help open new perspectives for students [19]. By using digital tools a new format has gained more attention: the "flipped classroom", where the students actively work on the contents during the knowledge transfer stage before interacting with the lecturers and peers where they assimilate what they have read, watched or otherwise attempted [20][21][22].…”

Lessons Learned in a Hybrid Environment

“…Teachers serve as mentors. Both have their contact moments in a classroom and educators can go deeper into the learning material [18][19][20][21][22].…”