A Flipped Classroom Model in Higher Education: A Review of the Evidence across Disciplines

Autor/inn/en	Al-Samarraie, Hosam; Shamsuddin, Aizat; Alzahrani, Ahmed Ibrahim
Titel	A Flipped Classroom Model in Higher Education: A Review of the Evidence across Disciplines
Quelle	In: Educational Technology Research and Development, 68 (2020) 3, S.1017-1051 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Samarraie, Hosam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09718-8
Schlagwörter	Homework; Video Technology; Educational Technology; Technology Uses in Education; Higher Education; Teaching Methods; Learner Engagement; Metacognition; Student Attitudes; Performance; Comprehension; Academic Achievement; Barriers + Suchen Sie Ihr Suchwort? Hausaufgabe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Achievement; Leistung; Verstehen; Verständnis; Schulleistung
Abstract	The recent movement to integrate the flipped classroom model into higher education has resulted in significant changes that affected both teaching and learning practices in different ways. After almost a decade of research on the flipped classroom model, different emergent outcomes have been reported in a domain specific context. To gain a comprehensive understanding of the flipped classroom implementation in a university context, a review of the literature on the use of flipped classroom in a university context was conducted. This study was guided by interpreting the previous research findings according to the domain of utilization, opportunities, challenges, and extensions to the conventional flipped classroom model. This study found that the utilization of flipped classroom in various disciplines is mainly advocated to promote students' engagement, metacognition, attitude, performance, understanding, and achievement, as well as other learning outcomes. The key challenges of this method, shared across all disciplines, were devoted to the length of the video/digital materials and time required for instructors to prepare the learning materials and for students to master it. Recommendations for policy makers and other crucial insights for the future studies were highlighted. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01