Research trends in flipped classroom empirical evidence from 2017 to 2018

Purpose This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

目的 本文旨在基于2017年至2018年期间发表的48篇精选实证文章，分析翻转课堂研究的趋势和内容。 设计/方法/途径 采用归纳式内容分析法作为一种研究方法，对翻转课堂研究的内容进行调查，包括特定学科领域、方法途径、技术工具或平台、最常用的热门搜索词、研究所在国家、积极影响和挑战。 研究结果 使用描述性分析、百分比和频率对分析结果进行解读。该分析发现，翻转课堂学习中涵盖了多种学科，并且一些技术工具也被用于加强教学。对影响的分析表明，翻转课堂对学生的学习活动产生了积极的学习成果，比如学习动机和参与度、社会互动以及自主学习能力。同时，教师面临的最显著挑战是学生缺乏观看预先录制的视频讲座或在课外学习相关内容的动力。 创新性/价值 研究结果表明，翻转课堂概念可能在提升21世纪学习技能以及根据国家标准培养技术和信息素养能力方面是有效的。