The link between flipped and active learning: a scoping review

Abstract

Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework.

A HyFlex-Flipped Class in Action Learning: A Connectivist MOOC for Creative Problem-Solving

“…Not simply off-online teaching, a flipped classroom is an individual learning experience where a student needs to complete an assigned learning objective at their own pace before participating at another outcome level during the classroom activity. In the classroom, small group activity demonstrates how each individual needs to be knowledgeable about what they have studied before coming to class and then leverage that into complex learning issues such as a problem-solving activity (Chen et al, 2019;Cheng et al, 2019;Li et al, 2021).…”

Flipped Classroom: A Good Way for Lower Secondary Physical Education Students to Learn Volleyball

“…Many studies have already investigated the effects of students following an application of the FC approach in various educational areas and levels [12][13][14][15][16][17][18][19][20][21][22][23]. However, very few studies have focused their research on benefits within the PE area at different educational levels [24].…”

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

“…Many studies have already investigated the effects related to students experiencing an application of the FL approach in various educational areas and levels (Akçayır and Akçayır, 2018;Birgili et al, 2021;Brewer and Movahedazarhouligh, 2018;Chen, 2016;Cheng et al, 2018;Cheng et al, 2020;Galindo Domínguez and Bezanilla, 2019;Han and Røkenes, 2020;Karabulut-Ilgu et al, 2018;Låg and Saele, 2019;Li et al, 2021;Zou et al, 2020). However, few scholars have focused their research on potential benefits in the subject of PE.…”