The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

Birgili, Bengi; Seggie, Fatma Nevra; Oğuz, Ebru

doi:10.1007/s40692-021-00183-y

Cited by 93 publications

(94 citation statements)

References 104 publications

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“…), there are very few studies from the African and Arab regions. Similarly, in BL contexts, Birgili et al 40 conducted a systematic review about flipped learning between 2012 and 2018; they found very few studies coming from Africa. This indicates a trend where countries with more sufficient educational resources and infrastructure are exposed to more chances to develop BL environments and experiences.…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

Ashraf¹,

Meijia²,

Zhang³

et al. 2021

PRBM

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Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students’ learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers’ and students’ individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 99%

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

Ashraf¹,

Meijia²,

Zhang³

et al. 2021

PRBM

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“…The upgraded platform continues to use "Internet Classroom". The platform has been also used by businesses for distance learning and for conferencing, the same as Kahoot [44]. The system of iLearn 2.0 module is Moodle.…”

Section: Ilearn 20mentioning

confidence: 99%

Sustainable Education through E-Learning: The Case Study of iLearn2.0

Chen

2021

Sustainability

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The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud services, mobile learning, flipped classroom, and data analysis. The platform was used during 2018–2020 in the Citizen Participation course, helping the researcher/teacher to design an interactive course content and aiding students to complete classroom activities through their devices. In total, 127 students enrolled in citizen participation courses were taught during 2018–2020, using different teaching methods. In 2018, students studied in a physical classroom. iLearn2.0 was integrated with the physical classroom for the 2019 course; lastly, the iLearn2.0 platform was used alone in 2020. To evaluate the effect of virtual teaching on the students’ performance, the researcher used summative assessment as the dependent variable. The findings show that the class that received the iLearn2.0- assisted teaching had a significantly better learning performance than the other two classes. However, when researchers used iLearn2.0 alone, both the scores and the feedback from students were lower than those in blended and face-to-face teaching. The results suggest the effectiveness of iLearn2.0 assistance, while learners’ performance did not show any significant change in a totally online class. Results were assessed in the view of sustainability, and three sustainability dimensions were found to be improved in the hybrid classroom. The researcher suggests that iLearn2.0 be integrated with other learning tools for maximum results, as it allows students to have a more diverse learning experience, strengthen sustainable learning, and grasp the progress of their courses and learning activities in a timely manner.

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“…The challenge in Flipped Classroom is the use and management of technology (Rindaningsih et al, 2019).Students find active learning pedagogy to be an effective method in the classroom. This method also has a positive effect on student achievement, attitudes, cognitive skills, and soft skills because they are more responsible for their own learning (Birgili et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Synchronous and Asynchronous With Flipped Learning Environment in Primary School

Rindaningsih

Findawati

Hastuti³

et al. 2021

pej

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The challenges of learning during the pandemic are currently a big task for the world of education. The unpreparedness of school institutions, students, and parents in facing changes in the distance learning system has an impact on the implementation of learning during the COVID-19 pandemic. For this reason, it is necessary to have a learning solution that can answer the challenges of learning using digital-based learning. This research aims to develop a model of the reverse learning environment. This development research examines various aspects of the needs of the student learning environment during the COVID-19 pandemic. The subjects of this study were school principals, deputy principals, and elementary school teachers who have implemented the 2013 Curriculum. The results of this study show that the synchronous and asynchronous framework with the reverse learning environment approach is proven valid and feasible applied to learning COVID-19. The findings synchronous, and asynchronous that are implemented efficiently by the teacher, and applications will continue to be developed

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The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

Cited by 93 publications

References 104 publications

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions

Sustainable Education through E-Learning: The Case Study of iLearn2.0

Synchronous and Asynchronous With Flipped Learning Environment in Primary School

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