The flipped classroom, a review of the literature

The flipped classroom, a review of the literature Purpose – The purpose of this paper is to explore a set of literature in order to clarify the flipped classroom methods (FCM) theoretical frameworks and to determine if the evidence shows improvements in learning for students in comparison with traditional teaching methods. Design/methodology/approach – The paper took a literature review approach and explored five articles selected with specific criteria of being published within 2013-2014 and that used comparisons with flipped and traditional classroom methods that employed analysis of student assessment outcomes. Findings – The paper shows inconsistent theoretical frameworks and inconclusive evidence of an improvement in assessment outcomes for students. It finds the research undertaken in the literature is limited in scope and suggests further research into the FCM is required to determine consistent theoretical frameworks and methods. Research limitations/implications – The findings of the paper may be limited by the selection of literature reviewed and generalisability therefore researchers are encouraged to explore further. Practical implications – The paper holds potential implications to question the consistency, validity and benefits of the flipped classroom. Social implications – Many anecdotal articles herald the flipped classroom as a method of improving learning outcomes for students, however, academic literature suggests the evidence is inconclusive and there are implications on using educational methods based on technology. Originality/value – The paper identifies the need for further research into the flipped classroom and supports the advancement of educational methodology. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Industrial and Commercial Training Emerald Publishing

The flipped classroom, a review of the literature

Industrial and Commercial Training, Volume 48 (2): 7 – Feb 1, 2016

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0019-7858
DOI
10.1108/ICT-05-2015-0039
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to explore a set of literature in order to clarify the flipped classroom methods (FCM) theoretical frameworks and to determine if the evidence shows improvements in learning for students in comparison with traditional teaching methods. Design/methodology/approach – The paper took a literature review approach and explored five articles selected with specific criteria of being published within 2013-2014 and that used comparisons with flipped and traditional classroom methods that employed analysis of student assessment outcomes. Findings – The paper shows inconsistent theoretical frameworks and inconclusive evidence of an improvement in assessment outcomes for students. It finds the research undertaken in the literature is limited in scope and suggests further research into the FCM is required to determine consistent theoretical frameworks and methods. Research limitations/implications – The findings of the paper may be limited by the selection of literature reviewed and generalisability therefore researchers are encouraged to explore further. Practical implications – The paper holds potential implications to question the consistency, validity and benefits of the flipped classroom. Social implications – Many anecdotal articles herald the flipped classroom as a method of improving learning outcomes for students, however, academic literature suggests the evidence is inconclusive and there are implications on using educational methods based on technology. Originality/value – The paper identifies the need for further research into the flipped classroom and supports the advancement of educational methodology.

Journal

Industrial and Commercial TrainingEmerald Publishing

Published: Feb 1, 2016

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