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Article
Publication date: 31 May 2019

Zamzami Zainuddin, Hussein Haruna, Xiuhan Li, Yin Zhang and Samuel Kai Wah Chu

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…

Abstract

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.

Details

On the Horizon , vol. 27 no. 2
Type: Research Article
ISSN: 1074-8121

Keywords

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Article
Publication date: 7 June 2019

Zamzami Zainuddin, Yin Zhang, Xiuhan Li, Samuel Kai Wah Chu, Saifullah Idris and Cut Muftia Keumala

This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018.

Abstract

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.

Details

Interactive Technology and Smart Education, vol. 16 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

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