Ir al contenido

Documat

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

  • Mona Lundin [1] ; Annika Bergviken Rensfeldt [1] ; Thomas Hillman [1] ; Annika Lantz-Andersson [1] ; Louise Peterson [1]
    1. [1] University of Gothenburg

      University of Gothenburg

      Suecia

  • Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 15, 2018
  • Idioma: inglés
  • DOI: 10.1186/s41239-018-0101-6
  • Enlaces
  • Resumen

    • This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources (‘flips’) followed by high-quality, in-class teaching and learning activities. However, only a few attempts have been made to review the knowledge of the field of interest more systematically. This article seeks to address this problem and investigates what constitutes the research on flipped classrooms and, in particular, to examine the knowledge contributions with the field so far in relation to the wider research topic of educational technology. This review found that the current state of flipped classrooms as a field of interest is growing fast, with a slight conference preference and a focus on higher education and STEM (science, technology, engineering and math) area contributions, with the US as the predominant geographical context. It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact beyond the two clusters of general education/educational technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are relatively siloed and fragmented and have yet to stabilise. Academically and socially, the research is quite scattered, and only local evidence and experiences are available. The knowledge contributions within this field of interest seem to be anecdotal rather than systematically researched. To a large extent, the research lacks anchoring in, for example, learning theory or instructional design known from educational technology traditions and which would have helped much of the flipped classroom research to examine aspects of the flipped classroom approach more fully.

  • Referencias bibliográficas
    • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research....
    • Ash, K. (2012). Educators view flipped model with a more critical eye. Education Week, 32(2), 6–8.
    • Bergmann, J., & Sams, A. (2012a). Before you flip, consider this. Phi Delta Kappan, 94(2), 25.
    • Bergmann, J., & Sams, A. (2012b). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society...
    • Berridge, C. W., Shumsky, J. S., Andrzejewski, M. E., McGaughy, J. A., Spencer, R. C., Devilbiss, D. M., & Waterhouse, B. D. (2012). Differential...
    • Biesta, G. (2007). Why “what works” won’t work: The evidence-based practice and the democratic deficit in educational research. Educational...
    • Bishop, J. L., & Verlinger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the ASEE Annual Conference...
    • Bulfin, S., Henderson, M., Johnson, N. E., & Selwyn, N. (2014). Methodological capacity within the field of “educational technology” research:...
    • Cho, V., Ro, J., & Littenberg-Tobias, J. (2013). What twitter will and will not do: theorizing about teachers’ online professional communities....
    • Critz, C. M., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38(5), 210– 213. https://doi.org/10.1097/NNE.0b013e3182a0e56a.
    • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a collegelevel information...
    • Denzin, N. K. (2009). The elephant in the living room: Or extending the conversation about the politics of evidence. Qualitative Research,...
    • Duncan-Howell, J. (2010). Teachers making connections. Online communities as a source of professional learning. British Journal of Educational...
    • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends,...
    • Ferreri, S. P., & O'Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal...
    • Flores, Ò., del-Arco, I., & Silva, P. (2016). The flipped classroom model at the university: Analysis based on professors’ and students’...
    • Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology and Society, 16(1),...
    • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20–24.
    • Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering, Paper presented at the...
    • Gelman, A., & Nolan, D. (2002). You can load a die, but you can’t bias a coin. American Statistician, 56(4), 308–311. https://doi.org/10.1198/000313002605.
    • Goodwin, B. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78–80.
    • Gough, D. (2007). Weight of evidence: A framework for the appraisal of the quality and relevance of evidence. Applied and Practice-based Research,...
    • Hammersley, M. (2001). On ‘systematic’ reviews of research literatures: A narrative reply to Evans and Benefield. British Educational Research...
    • Kalz, M., & Specht, M. (2014). Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity...
    • Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration...
    • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The...
    • Lage, M. J., & Platt, G. (2000). The internet and the inverted classroom. Journal of Economic Education, 31(1), 11.
    • Lockwood, K., & Esselstein, R. (2013). The inverted classroom and the CS curriculum, Paper presented at the SIGCSE 2013 Proceedings of...
    • Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International...
    • Malmberg, L., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2010). Observed classroom quality during teacher education and two years...
    • Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in...
    • McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., & Mumper, R. J. (2013). Pharmacy student...
    • McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., … Mumper, R. J. (2014). The flipped classroom:...
    • Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: New paradigms for medical education. Academic Medicine,...
    • Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction....
    • Nouri, J. (2016). The flipped classroom: for active, effective and increased learning–especially for low achievers. International Journal...
    • O’Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C., & Winning, T. (2015). The use of flipped classrooms in higher education:...
    • Park, Y., Yu, J. H., & Jo, I. H. (2016). Clustering blended learning courses by online behavior data: A case study in a Korean higher...
    • Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module....
    • Porter, L., Bailey-Lee, C., & Simon, B. (2013). Halving fail rates using peer instruction: A study of four computer science courses, Proceedings...
    • Prober, C. G., & Khan, S. (2013). Medical education reimagined: A call to action. Academic Medicine, 88(10), 1407–1410. https://doi.org/10.1097/ACM.0b013e3182a368bd.
    • Rampton, B. (2002). Ritual and foreign language practices at school. Language in Society, 31(4), 491–525. https://doi.org/ 10.1017/S0047404502314015.
    • Selwyn, N. (2012). Ten suggestions for improving academic research in education and technology. Learning, Media and Technology, 37(3), 213–219.
    • Smith, J. D. (2013). Student attitudes toward flipping the general chemistry classroom. Chemistry Education Research and Practice, 14(4),...
    • Song, Y., Jong, M. S. Y., Chang, M., & Chen, W. (2017). Guest editorial: “HOW” to design, implement and evaluate the flipped classroom?...
    • Stöhr, C., & Adawi, T. (2018). Flipped classroom research: from “black box” to “white box” evaluation. Education Sciences, 8(1), 22. https://doi.org/10.3390/educsci8010022.
    • Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments...
    • Tight, M. (2012). Researching higher education, (2nd ed., ). Maidenhead: Open University Press.
    • Tight, M. (2014). Working in separate silos? What citation patterns reveal about higher education research internationally. Higher Education,...
    • Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82–83.
    • Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory,...
    • Valiente, C., Swanson, J., & Lemery-Chalfant, K. (2012). Kindergartners’ temperament, classroom engagement, and student-teacher relationship:...
    • van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2),...
    • Westerman, D., Daniel, E. S., & Bowman, N. D. (2016). Learned risks and experienced rewards: Exploring the potential sources of students’...
    • Whitley, R. (2000). The intellectual and social organization of the sciences. Oxford: Oxford University Press. Wilson, S. G. (2013). The flipped...
Fundación Dialnet

Mi Documat

Opciones de artículo

Opciones de compartir

Opciones de entorno