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Article: How to advance our understanding of flipped learning: Directions and a descriptive framework for future research

TitleHow to advance our understanding of flipped learning: Directions and a descriptive framework for future research
Authors
KeywordsFlipped learning
Flipped classroom
Inverted classroom
Descriptive framework
Future research
Issue Date2018
PublisherLaboratory of Knowledge Management & E-Learning, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://www.kmel-journal.org/ojs/index.php/online-publication
Citation
Knowledge Management & E-Learning: An International Journal, 2018, v. 10 n. 4, p. 441-454 How to Cite?
AbstractWith the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.
Persistent Identifierhttp://hdl.handle.net/10722/278309
ISSN
2015 SCImago Journal Rankings: 0.294

 

DC FieldValueLanguage
dc.contributor.authorLo, CK-
dc.contributor.authorHwang, GJ-
dc.date.accessioned2019-10-04T08:11:31Z-
dc.date.available2019-10-04T08:11:31Z-
dc.date.issued2018-
dc.identifier.citationKnowledge Management & E-Learning: An International Journal, 2018, v. 10 n. 4, p. 441-454-
dc.identifier.issn2073-7904-
dc.identifier.urihttp://hdl.handle.net/10722/278309-
dc.description.abstractWith the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.-
dc.languageeng-
dc.publisherLaboratory of Knowledge Management & E-Learning, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://www.kmel-journal.org/ojs/index.php/online-publication-
dc.relation.ispartofKnowledge Management & E-Learning: An International Journal-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectFlipped learning-
dc.subjectFlipped classroom-
dc.subjectInverted classroom-
dc.subjectDescriptive framework-
dc.subjectFuture research-
dc.titleHow to advance our understanding of flipped learning: Directions and a descriptive framework for future research-
dc.typeArticle-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.34105/j.kmel.2018.10.027-
dc.identifier.hkuros307013-
dc.identifier.volume10-
dc.identifier.issue4-
dc.identifier.spage441-
dc.identifier.epage454-
dc.publisher.placeHong Kong-

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