The purpose of this paper is to explore a set of literature in order to clarify the flipped classroom methods (FCM) theoretical frameworks and to determine if the evidence shows improvements in learning for students in comparison with traditional teaching methods.
The paper took a literature review approach and explored five articles selected with specific criteria of being published within 2013-2014 and that used comparisons with flipped and traditional classroom methods that employed analysis of student assessment outcomes.
The paper shows inconsistent theoretical frameworks and inconclusive evidence of an improvement in assessment outcomes for students. It finds the research undertaken in the literature is limited in scope and suggests further research into the FCM is required to determine consistent theoretical frameworks and methods.
The findings of the paper may be limited by the selection of literature reviewed and generalisability therefore researchers are encouraged to explore further.
The paper holds potential implications to question the consistency, validity and benefits of the flipped classroom.
Many anecdotal articles herald the flipped classroom as a method of improving learning outcomes for students, however, academic literature suggests the evidence is inconclusive and there are implications on using educational methods based on technology.
The paper identifies the need for further research into the flipped classroom and supports the advancement of educational methodology.
CitationDownload as .RIS
Emerald Group Publishing Limited
Copyright © 2016, Emerald Group Publishing Limited