Research trends in flipped classroom empirical evidence from 2017 to 2018

2019 ◽  
Vol 16 (3) ◽  
pp. 255-277 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Yin Zhang ◽  
Xiuhan Li ◽  
Samuel Kai Wah Chu ◽  
Saifullah Idris ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
National Standards ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Content Type ◽  
Competency Based ◽  
The Impact

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.

A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends?

2019 ◽  
Vol 27 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Hussein Haruna ◽  
Xiuhan Li ◽  
Yin Zhang ◽  
Samuel Kai Wah Chu
Keyword(s):  
Empirical Evidence ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Classroom Research ◽  
Future Research ◽  
Learning Skills ◽  
Classroom Implementation ◽  
Content Type ◽  
The Impact ◽  
Positive Impacts

Purpose Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields. Design/methodology/approach A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation. Findings The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time. Practical implications Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills. Originality/value While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace

2018 ◽  
Vol 26 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Zamzami Zainuddin ◽  
Corinne Jacqueline Perera
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Self Directed Learning ◽  
Content Type ◽  
Student Activities ◽  
Video Lectures ◽  
Flipped Classrooms ◽  
Directed Learning ◽  
Social Interface ◽  
The Impact

Purpose This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class. Design/methodology/approach This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace. Findings Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area. Originality/value This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

scholarly journals ‘Flipped Learning’ in Disaster Triage – Polarising Medical Student Attainment?

2020 ◽  
pp. 1-3
Author(s):  
Anthony Mark Monaghan ◽  
Jake Hudson ◽  
Arion Romanos Alexopoulos
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Flipped Classroom ◽  
Independent Learning ◽  
Flipped Learning ◽  
Potential Utility ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

scholarly journals Knowledge sharing in open source software communities: motivations and management

2015 ◽  
Vol 19 (4) ◽  
pp. 791-813 ◽  
Author(s):  
Zilia Iskoujina ◽  
Joanne Roberts
Keyword(s):  
Knowledge Sharing ◽  
Open Source ◽  
Open Source Software ◽  
Online Communities ◽  
Descriptive Analysis ◽  
Online Questionnaire ◽  
Content Type ◽  
The Individual ◽  
The Impact

Purpose – This paper aims to add to the understanding of knowledge sharing in online communities through an investigation of the relationship between individual participant’s motivations and management in open source software (OSS) communities. Drawing on a review of literature concerning knowledge sharing in organisations, the factors that motivate participants to share their knowledge in OSS communities, and the management of such communities, it is hypothesised that the quality of management influences the extent to which the motivations of members actually result in knowledge sharing. Design/methodology/approach – To test the hypothesis, quantitative data were collected through an online questionnaire survey of OSS web developers with the aim of gathering respondents’ opinions concerning knowledge sharing, motivations to share knowledge and satisfaction with the management of OSS projects. Factor analysis, descriptive analysis, correlation analysis and regression analysis were used to explore the survey data. Findings – The analysis of the data reveals that the individual participant’s satisfaction with the management of an OSS project is an important factor influencing the extent of their personal contribution to a community. Originality/value – Little attention has been devoted to understanding the impact of management in OSS communities. Focused on OSS developers specialising in web development, the findings of this paper offer an important original contribution to understanding the connections between individual members’ satisfaction with management and their motivations to contribute to an OSS project. The findings reveal that motivations to share knowledge in online communities are influenced by the quality of management. Consequently, the findings suggest that appropriate management can enhance knowledge sharing in OSS projects and online communities, and organisations more generally.

The flipped classroom: Does viewing the recordings matter?

2017 ◽  
Vol 19 (3) ◽  
pp. 211-223 ◽  
Author(s):  
Thamar Melanie Heijstra ◽  
Margrét Sigrún Sigurðardóttir
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Classroom Teaching ◽  
Older Students ◽  
New Approach ◽  
Final Grade ◽  
Research Results ◽  
Course Grades ◽  
Additional Value

The flipped classroom offers a new approach to student-centred teaching and learning by moving the lecture out of the classroom. Research on the topic reveals that the flexibility of viewing the recorded lectures at a time and speed that is convenient to the student is what students appreciate mostly in the flipped classroom. This article examines the viewing pattern of students regarding recorded lectures in a course that has been flipped. The findings reveal a decline in the number of students who view the recordings over the duration of the course semester. Furthermore, the findings support earlier research results revealing that women and older students rely more on recorded lectures than other students. In addition, the study shows that there is a positive correlation between viewing the recorded material and the final grade of students in the course. It is thus surmised that even if in-class activity is very important for the flipped classroom to work, the recordings do have additional value, which is reflected by higher final course grades for students who view them. The flexibility of viewing recordings more than once and at the most relevant and convenient time seems to increase students’ understanding, and is regarded an important asset of flipped classroom teaching.

Training autonomous managers for a dynamic environment

2018 ◽  
Vol 32 (4) ◽  
pp. 719-731
Author(s):  
M. Valle Santos ◽  
Rosa M. Mayoral
Keyword(s):  
Academic Performance ◽  
Evaluation System ◽  
Teaching Strategy ◽  
Self Regulation ◽  
Dynamic Environment ◽  
Motivational Orientation ◽  
Self Directed Learning ◽  
Content Type ◽  
The Impact ◽  
The Evaluation System

PurposeThe purpose of this paper is to explore self-regulated learning among university students, the role played by motivation and its impact on academic performance. This paper presents a teaching strategy aimed at self-regulation which draws on the educational value provided by the evaluation system.Design/methodology/approachThis research includes a quantitative analysis to examine the dependency relation between self-regulation, motivational orientation and academic performance. The impact of the teaching strategy on the relation between self-regulation and academic performance is also explored.FindingsThe findings indicate that self-regulation is closely linked to motivational orientation and is a determining factor in academic performance. In addition, implementing a teaching strategy focussing on self-regulation alters said relation.Practical implicationsThis research reflects the value of fostering the level of student self-regulation with a view to enhancing not only their current learning, but also the self-directed learning that will ensure professional success. The research also evidences the potential of the evaluation system for encouraging the development of self-regulation.Originality/valueThe conclusions to emerge from this research will help educators gain an awareness of the usefulness of strengthening student self-regulation and the potential offered by the evaluation system as a teaching resource. This research also merges extremely interesting elements – student self-regulation and the evaluation system – which to date have not been explored jointly.

scholarly journals Analyzing the Potential of Flipped Classroom in ESL Teaching

2016 ◽  
Vol 11 (03) ◽  
pp. 71 ◽  
Author(s):  
Olga Sergeevna Kvashnina ◽  
Ekaterina Andreevna Martynko
Keyword(s):  
Second Language ◽  
Flipped Classroom ◽  
Educational Practice ◽  
Classroom Research ◽  
Autonomous Learning ◽  
Learning Skills ◽  
Inverted Classroom ◽  
Overall Performance

Despite the buzz around the flipped or inverted classroom as a new trend in educational practice and research, there is a limited number of studies on its effectiveness in English as a Second Language (ESL) teaching. This paper aims at contributing to the field of flipped classroom research by examining and analyzing the outcomes of the experiment conducted at the Tomsk Polytechnic University within the course of English for Engineering. Outlining several challenges, the authors conclude on the significant benefits of the flipped classroom model in ESL teaching including an increase in students’ overall performance on the course, enhancement of students’ motivation and improvement of their autonomous learning skills.

A retrospective overview of Journal of Enterprise Information Management using bibliometric analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naveen Donthu ◽  
Gaurav Kumar Badhotiya ◽  
Satish Kumar ◽  
Gunjan Soni ◽  
Nitesh Pandey
Keyword(s):  
Retrospective Analysis ◽  
Information Management ◽  
Descriptive Analysis ◽  
Resource Planning ◽  
Enterprise Information ◽  
Content Type ◽  
Regression Methods ◽  
Manufacturing Resource Planning ◽  
Manufacturing Resource ◽  
The Impact

PurposeJournal of Enterprise Information Management (JEIM) is a leading journal that publishes studies on applied information management relevant to industry personals, academicians and researchers. This study uses bibliometric tools to present a retrospective analysis of the journal's outcomes.Design/methodology/approachThe authors applied bibliometric tools for analysing the impact, topic coverage, renowned authors with affiliation, citation, methodology and analysis of the JEIM corpus. Additionally, they used bibliographic coupling to develop a graphical visualisation and analyse the journal's thematic evolution.FindingsWith 16 yearly articles, JEIM contributed 656 research articles on various themes. The major themes that have come to define the JEIM over this time include information and systems, supply chain management, manufacturing resource planning, communication technologies and small- to medium-sized enterprises. Empirical methodology, quantitative techniques with descriptive analysis and regression methods are the most preferred. The article's primary research purpose shows the majority of theory-verifying articles. Co-authorship analysis reveals that the single-author trend is decreasing and the journal now has articles with international collaborations.Originality/valueThis study is the retrospective analysis of the JEIM, which is useful for aspiring contributors and the journal's editors.

Land use change and precipitation implication to hydro-meteorological disasters in Central Java: an overview

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Intan Hapsari Surya Putri ◽  
Imam Buchori ◽  
Wiwandari Handayani
Keyword(s):  
Land Use ◽  
Land Use Change ◽  
Quantitative Research ◽  
Rapid Development ◽  
Descriptive Analysis ◽  
Content Type ◽  
Central Java ◽  
Specific Analysis ◽  
The Impact ◽  
Meteorological Disasters

Purpose This study aims to prove that land-use change plays a role in the occurrence of hydro-meteorological disasters in Central Java, especially in relation to its upstream and downstream. Design/methodology/approach The paper presents empirical findings from quantitative research using a spatial analysis and descriptive analysis. Findings The upstream and downstream area of Central Java is categorized as a rapid development area that results in changes in land use and land cover. The findings showed that there was an increasing number of hydrometeorological disasters such as floods and landslides as the impact of land-use change and rainfall conditions. Research limitations/implications Analysis of the relationship between rainfall and disaster events with more technical and specific analysis could be done in the further research. Originality/value In this study, more analysis in the context of river basin systems including upstream and downstream in different periods to examine the linkage between them have been considered and incorporated.

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