Flipped learning in higher education from the teaching perspective: a literature review
Issue
Section
Published
Abstract
The main purpose of this article is to characterize the research that has been carried out on flipped learning in higher education and that considers the perspective of teachers. Most of the studies focus on experimental research, mixed or qualitative studies about course development, performance, effectiveness and student perceptions. In this way, the conceptual bases that support the research, the characteristics of its application and the perspectives adopted by university teachers on this approach are analyzed. For this objective, a review of 29 research articles selected from the Science Direct, Web of Science and Scopus databases is carried out. The results show a greater presence of this investigations in Europe, North America and Oceania, as well as a growing trend of publications in the last two years. In addition, a variety of definitions can be seen for the terms flipped classroom and flipped learning, as well as the characteristics associated with active learning.
Key words: flipped classroom; flipped learning; higher education; university teaching; faculty.
Downloads
Supporting agencias
NoLicense
Copyright (c) 2022 The authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors publishing in this journal agree to the following terms:
- Authors retain copyright and grant in the journal the right of first publication of the work, registered under a Creative Commons acknowledgement licence (CC BY-NC-SA), which allows dissemination with acknowledgement of authorship and first publication in this journal.
- Authors may independently enter into other contractual arrangements to allow publication of the version published in this journal in other media (e.g., in an institutional repository or in a book), with acknowledgement of initial publication in this journal.
- Authors have permission to publish their work online and are encouraged to do so (e.g., in institutional repositories or on their website) before and during the submission process, because it can produce good results and lead to the published work receiving more citations (see The Effect of Open Access).
PRIVACY STATEMENT
Names and email addresses on the journal website will only be used for the uses indicated in this journal and will not be made available for any other use or to third parties.
