Abstract
In recent years, the flipped classroom has aroused an international research upsurge. Although there are many literature reviews on flipped classrooms, applying and exploring flipped classroom models in higher education is not enough. To understand fully applying flipped classrooms in university settings, this study reviewed 23 articles on flipped classrooms in higher education published in five major educational technology research journals from January 2014 to December 2020. Most research has focused on undergraduate higher education, conducting quantitative studies on subjects such as STEM and education. China has contributed the most to flipped classroom-related research in higher education. Most of the articles have corroborated the positive influence of flipped classrooms on students' academic performance, motivation, attitude, perception, and satisfactions, as well as the cultivation of students’ higher-order thinking ability, and few have discussed the challenges faced by flipped classrooms. In addition, the study corroborated several gaps in the literature. More research needs concern associated with the negative views of teachers and students on flipped classrooms in colleges and universities. This study can provide a valuable reference for educators and researchers in flipped classrooms.
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