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Article: Research trends in flipped classroom empirical evidence from 2017 to 2018: A content analysis

TitleResearch trends in flipped classroom empirical evidence from 2017 to 2018: A content analysis
Authors
KeywordsA systematic literature review
Content analysis
Flipped classroom
Research trend
Twenty-first-century learning skills
Issue Date2019
PublisherEmerald Group Publishing Ltd.. The Journal's web site is located at http://www.emeraldinsight.com/info/journals/itse/itse.jsp
Citation
Interactive Technology and Smart Education, 2019, v. 16 n. 3, p. 255-277 How to Cite?
AbstractPurpose: This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach: The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings: The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value: The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards. © 2019, Emerald Publishing Limited.
Persistent Identifierhttp://hdl.handle.net/10722/275799
ISSN
2015 SCImago Journal Rankings: 0.112
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZainuddin, Z-
dc.contributor.authorZhang, Y-
dc.contributor.authorLi, X-
dc.contributor.authorChu, SKW-
dc.contributor.authorIdris, S-
dc.contributor.authorKeumala, CM-
dc.date.accessioned2019-09-10T02:49:55Z-
dc.date.available2019-09-10T02:49:55Z-
dc.date.issued2019-
dc.identifier.citationInteractive Technology and Smart Education, 2019, v. 16 n. 3, p. 255-277-
dc.identifier.issn1741-5659-
dc.identifier.urihttp://hdl.handle.net/10722/275799-
dc.description.abstractPurpose: This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach: The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings: The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value: The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards. © 2019, Emerald Publishing Limited.-
dc.languageeng-
dc.publisherEmerald Group Publishing Ltd.. The Journal's web site is located at http://www.emeraldinsight.com/info/journals/itse/itse.jsp-
dc.relation.ispartofInteractive Technology and Smart Education-
dc.subjectA systematic literature review-
dc.subjectContent analysis-
dc.subjectFlipped classroom-
dc.subjectResearch trend-
dc.subjectTwenty-first-century learning skills-
dc.titleResearch trends in flipped classroom empirical evidence from 2017 to 2018: A content analysis-
dc.typeArticle-
dc.identifier.emailChu, SKW: samchu@hku.hk-
dc.identifier.authorityChu, SKW=rp00897-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1108/ITSE-10-2018-0082-
dc.identifier.scopuseid_2-s2.0-85067008389-
dc.identifier.hkuros303644-
dc.identifier.volume16-
dc.identifier.issue3-
dc.identifier.spage255-
dc.identifier.epage277-
dc.identifier.isiWOS:000482223900005-
dc.publisher.placeUnited Kingdom-

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