scholarly journals A systematic review of flipped classroom studies in Turkish education

2018 ◽  
Vol 4 (2) ◽  
pp. 207-229 ◽  
Author(s):  
Nurhan Tütüncü ◽  
Meral Aksu
Keyword(s):  
Systematic Review ◽  
Flipped Classroom ◽  
Classroom Studies ◽  
Turkish Education

Meta-analyses of flipped classroom studies: a review of methodology

2021 ◽  
pp. 100393
Author(s):  
Khe Foon Hew ◽  
Shurui Bai ◽  
Phillip Dawson ◽  
Chung Kwan Lo
Keyword(s):  
Flipped Classroom ◽  
Classroom Studies ◽  
Meta Analyses

scholarly journals The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

2020 ◽  
Vol 12 (18) ◽  
pp. 7273 ◽  
Author(s):  
Gerardo Gómez-García ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Systematic Review ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Empirical Work ◽  
Communication Technologies ◽  
Academic Variables ◽  
Innovative Strategies ◽  
Information And Communication ◽  
The University

With the arrival of the Internet and information and communication technologies (ICTs), today’s society has driven many changes in which the digital channel is one of the main information consumption channels for young university students. Due to the turbulent landscape full of fake news and confusing information we have entered, there is a need to promote information literacy among quality students. To this end, the use of innovative strategies and methods such as Flipped Classroom can be a novel alternative to receive this content. Based on these ideas, the objective of this work was framed in the methodological design corresponding to the systematic review. Thus, empirical work was compiled to put into practice the Flipped Classroom methodology and to promote informational teaching from different knowledge disciplines at the university level. The results showed that the application of the methodology is multivariate, and that it can be administered to students in various ways (video-tutorials, animated videos, training modules, etc.) depending on the creativity of the teacher. Likewise, the results compiled in the review turn towards the improvement of the students’ informational skills, as well as the increase in diverse personal and academic variables.

scholarly journals Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2162
Author(s):  
Francisco-Domingo Fernández-Martín ◽  
José-María Romero-Rodríguez ◽  
Gerardo Gómez-García ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Flipped Classroom ◽  
Collaborative Work ◽  
Self Regulation ◽  
Face To Face ◽  
Knowledge And Attitudes ◽  
Use Of Technology ◽  
The Impact ◽  
Do So

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.

scholarly journals A systematic review of Flipped Classroom methodology at university level in Spain

2019 ◽  
Vol 5 (1) ◽  
pp. 81
Author(s):  
Héctor Galindo-Domínguez ◽  
María-José Bezanilla
Keyword(s):  
Systematic Review ◽  
Flipped Classroom ◽  
Revisión Sistemática ◽  
University Level

El aula invertida es una metodología que se ha venido aplicando principalmente a nivel universitario, posiblemente, debido a la capacidad que le proporciona al estudiante para ser protagonista en el proceso de aprendizaje. En este estudio se realiza una revisión sistemática de esta metodología a nivel universitario en España. Los resultados obtenidos del análisis de 109 investigaciones apuntan a un paulatino incremento en el número de publicaciones por año, tanto en español como en inglés; hecho que podría estar relacionado con un aumento en el uso de esta metodología en las clases universitarias. A pesar de haber pocas universidades que consideran esta metodología como parte común en sus prácticas, casi la mitad de las universidades españolas han tenido un primer contacto con ella. La gran mayoría de estas experiencias han tenido un gran peso en los diferentes campos de la rama de las ciencias sociales y jurídicas, así como en las ingenierías y arquitectura y han empleado principalmente diseños y técnicas cuantitativas. Los principales objetivos en esta temática fueron dos: medir el impacto del flipped classroom en el rendimiento académico de los estudiantes y conocer su percepción o satisfacción con la propia experiencia. A pesar de no existir un claro consenso sobre su efectividad en el rendimiento académico, un alto porcentaje de estudios manifestaron conclusiones generales positivas o positivas y neutras. Finalmente, en vista de estos resultados, se presentan diferentes recomendaciones y futuros temas de investigación.

scholarly journals Use of learning analytics in the flipped classroom: a systematic review

Apertura ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 72-85
Author(s):  
Alexandro Escudero-Nahón ◽  
Emma Patricia Mercado López
Keyword(s):  
Systematic Review ◽  
Learning Analytics ◽  
Flipped Classroom
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