Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education

Abstract

As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality.

Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula

“…The flipped classroom methodology reverses the normal learning process by moving the lectures out of the classroom and moving the concepts learnt in class through the use of learning activities [1]. Learning theorists argue that instructional strategies such as those used in an inverted classroom allow students to learn and retain information better than through traditional lectures [2][3][4].…”

Managing cognitive load with a flipped language class: An ethnographic study of the student experience

“…This ethnographic study investigated the student experience in an L2 class that was flipped by taking explicit grammar instruction out of the face‐to‐face space and placing it online as pre‐work—tasks students completed in their own time before coming to class. As such it responds to Brewer and Movahedazarhouligh's (, p. 6) call for “in‐depth interpretations and descriptions of students’ and educators’ lived experiences of flipped learning” to complement research findings on the effectiveness of this pedagogical approach (Forsey & Page, ; Lundin, Rensfeldt, Hillman, Lantz‐Andersson, & Peterson, ; O'Flaherty, Phillips, Karanicolas, Snelling, & Winning, ). In addition, the study addressed Lundin et al's () recommendation that scholars in this relatively new field begin to anchor their research in learning theory in order to examine aspects of the FC more fully.…”

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

“…An initial assessment is required before starting pre-class work to follow the Flipped Classroom approach adequately. During class time, active learning strategies, such as watching videos, (Brewer and Movahedazarhouligh 2018;Uzunboylu and Karagozlu 2015) are incorporated, and eventually, students do formative tests at the end of each teaching unit to monitor their progress.…”