Flipped Classroom Research and Trends from Different Fields of Study

Zamzami Zainuddin,Siti Hajar Halili

doi:10.19173/irrodl.v17i3.2274

Abstract

<p class="2">This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013–2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students’ learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice. Analysis of the impacts showed that flipped classroom brought positive impacts toward students’ learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.</p>

Highlights

Technology in the twenty-first century puts instantaneous access to information, and the Internet can be handily accessed through numerous technology tools such as laptop, computer, and SmartphoneFlipped Classroom Research and Trends from Different Fields of Study Zainuddin and Halili (Fu, 2013)
This study was conducted through content analysis to analyse 20 refereed journal articles on flipped classroom instruction published from years 2013 to 2015
Discussion was carried out based on the percentages reported systematically beginning with the most frequently employed methodologies, area of studies, technology tools, most commonly keywords used and works the cited authors, impacts of students’ learning, and challenges of flipping the class

Summary

Introduction

Technology in the twenty-first century puts instantaneous access to information, and the Internet can be handily accessed through numerous technology tools such as laptop, computer, and SmartphoneFlipped Classroom Research and Trends from Different Fields of Study Zainuddin and Halili (Fu, 2013). Richter and McPherson (2012) argued that in today’s digital age, every student can access many free Internet learning resources such as online video lectures and they can watch these free contents everywhere and at their convenience. Traditional classroom activities such as lectures, labs, homework, and exams can be moved to the Web 2.0 technology and students can study everywhere outside the classroom (Staker & Horn, 2012). This positive impact of technology growth has influenced the development of instructional technology in education and replaced the use of the blackboard with online video lectures (Evans, 2011)

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