A Systematic Review on the Flipped Classroom Model as a Promoter of Curriculum Innovation

Autor/inn/en	Lencastre, José Alberto; Morgado, José Carlos; Freires, Thiago; Bento, Marco
Titel	A Systematic Review on the Flipped Classroom Model as a Promoter of Curriculum Innovation
Quelle	In: International Journal of Instruction, 13 (2020) 4, S.575-592 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Flipped Classroom; Instructional Innovation; Educational Change; Foreign Countries; Curriculum Design; School Culture; Student Centered Learning; Portugal + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Educational Innovation; Bildungsinnovation; Bildungsreform; Ausland; Lehrplangestaltung; Schulkultur; Schulleben; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Assuming the evident relationship between innovation and technology, and the corresponding impact in the educational field, this article contemplates a systematic review on the resource on flipped classroom model in non-tertiary education. 181 studies were reviewed with the purpose of establishing and apprehending the connections between the flipped learning and its potential to promote curriculum innovation. Data analysis allowed the building of a three-level model in which the relations of the flipped classroom model and curriculum are organized in terms of (i) outcomes support, (ii) institutional change and (iii) classroom instruction modus operandi. Results suggest substantial potential of the flipped model to flip the curriculum and even the school culture. To meet such end, innovation must be perceived as an institutional strategy, making sure all stakeholders hold a part in the adaptative process of fostering change. Moreover, there is evidence that the model can ease the articulation and consolidation of constructivist approaches in schooling, a perspective that enhances the movement for student-centred logics in education. The review novelty lies on its building of a model that can work as a guide for reflecting on the approach and for underpinning future action. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01