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

3 Citations (Scopus)


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
Issue number3
Early online date18 Oct 2019
Publication statusPublished - 1 Jun 2020


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

ASJC Scopus subject areas

  • Education

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