Research Trends in Flipped Classroom: A Systematic Review

Abstract

Various systematic reviews were conducted to provide a valuable insight into the flipped classroom research trend. However, these reviews ignored the examination of the flipped classroom studies with regard to the information system (IS) theories or models. Based on the previous assumption, the main objective of this study is to review and synthesize the flipped classroom studies related to the IS theories or models based on 15 articles that were published between 2014 and 2018. The significant findings indicated that evaluating the students’ and teachers’ perceptions towards the usage of the flipped classroom was the main research purpose among all the analyzed studies. Besides, questionnaire surveys were regarded as the dominant method for data collection. Additionally, most of the analyzed flipped classroom articles achieved positive research outcomes. Moreover, the Technology Acceptance Model (TAM) was found as the most common model used for examining the students’ and academics’ acceptance of the flipped classroom. Furthermore, the majority of the analyzed flipped classroom research articles were conducted in China, followed by Turkey, Taiwan, and Malaysia, respectively. To that end, the results of this study deepen our knowledge and understanding of the flipped classroom studies related to the IS theories or models and enlarge our picture regarding the beneficial trends for future work.