Theoretical Foundations of the Flipped Classroom

Abstract

This study examines the theoretical foundations of the flipped classroom based on a literature search using various online sources such as Google Scholar, Internet Archive Scholar, ScholExplorer, Chatsonic, and ChatGPT. Processing the collected data involved organising, analysing and interpreting the information contained in physical or electronic documents, and after careful reading of the data, pre-processing was necessary to eliminate the content of little relevance to the study. Next, we conducted a textual analysis, extracting key concepts and basic theories related to the flipped classroom. Finally, we grouped authors by theory, classifying secondary contributors under the key author of each theory. The interpretation of the results incorporated in the discussion consisted of answering the research questions. As for the study site, it comprises the entire web. Our results indicate that three main theories support the flipped classroom method: active learning theory, pedagogical differentiation theory and intrinsic motivation theory. Active learning theory stresses the importance of learning through action and play, emphasising the student’s active involvement in his or her learning process. In this approach, the student plays a central role in driving learning, creating a game-like experience, and fostering intelligence development. The theory of educational differentiation, on the other hand, recognises the diversity of students’ skills, interests and learning styles. It encourages teachers to adapt their teaching to meet students’ needs, promoting their learning and success.