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Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education
Author(s) -
Brewer R.,
Movahedazarhouligh S.
Publication year - 2018
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12250
Subject(s) - flipped classroom , class (philosophy) , variety (cybernetics) , flipped learning , mathematics education , set (abstract data type) , psychology , educational technology , blended learning , quality (philosophy) , higher education , teaching method , pedagogy , computer science , political science , philosophy , epistemology , artificial intelligence , law , programming language
As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality.