A flipped classroom model in higher education: a review of the evidence across disciplines

Hosam Al-Samarraie, Aizat Shamsuddin, Ahmed Ibrahim Alzahrani

Research output: Contribution to journalArticle

5 Citations (Scopus)
3 Downloads (Pure)

Abstract

The recent movement to integrate the flipped classroom model into higher education has resulted in significant changes that affected both teaching and learning practices in different ways. After almost a decade of research on the flipped classroom model, different emergent outcomes have been reported in a domain specific context. To gain a comprehensive understanding of the flipped classroom implementation in a university context, a review of the literature on the use of flipped classroom in a university context was conducted. This study was guided by interpreting the previous research findings according to the domain of utilization, opportunities, challenges, and extensions to the conventional flipped classroom model. This study found that the utilization of flipped classroom in various disciplines is mainly advocated to promote students’ engagement, metacognition, attitude, performance, understanding, and achievement, as well as other learning outcomes. The key challenges of this method, shared across all disciplines, were devoted to the length of the video/digital materials and time required for instructors to prepare the learning materials and for students to master it. Recommendations for policy makers and other crucial insights for the future studies were highlighted.

Original languageEnglish
Pages (from-to)1017–1051
Number of pages35
JournalEducational Technology Research and Development
Volume68
Issue number3
Early online date18 Oct 2019
DOIs
Publication statusPublished - 1 Jun 2020

Bibliographical note

The final publication is available at Springer via http://dx.doi.org/10.1007/s11423-019-09718-8

Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

Keywords

  • Improving classroom teaching
  • Lifelong learning
  • Teaching/learning strategies

ASJC Scopus subject areas

  • Education

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