Skip to main content

Table 5 Summary of previous literature mentioning teacher effects in flipped classroom in higher education

From: Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity

Authors

Scope of study

Scope with respect to impact of teachers

Methodology

Type of analysis

Kim et al. (2014)

Design principles for flipped classroom derived from three case studies

The role of teachers is changed in FC to become that of initiator, facilitator

Mixed methods: Surveys, interviews with students, instructor reflections, document analysis. Descriptive statistics, t-tests, correlation coefficient analysis

Three classes (engineering, sociology, humanities). 115 students. 3 instructors each with a unique implementation of flipped classroom

Karabulut-Ilgu et al. (2018)

Systematic review of flipped learning in engineering education

Teachers’ role is discussed. Biggest challenge: heavy workload both before and during class. Student resistance

Descriptive statistics on number of articles by year, number of articles by journal, theoretical frameworks applied, effect evaluation results, benefits and challenges

Systematic review. 62 articles from between 2000 and 2015. Details about articles selection provided. Summaries to extract knowledge

Akçayır and Akçayır (2018)

Systematic review of flipped classroom. Focus on advantages, challenges and chosen activities

Teachers’ new role. Challenges for teachers: time consuming, difficult to manage and difficult to plan activities

Descriptive statistics on number of articles by year, learner types (Higher education 80%). Categories for advantages, challenges, and activities

Systematic review. 71 articles from between 1980–2016

Summaries and categorizations to extract knowledge

DeLozier and Rhodes (2017)

Review article. Ideas and recommendations for practice. Focus on various elements of flipped classroom out-of and in-class

Teacher’ role in combination with different activities. Mentions differences in instructor implementation

Discussions on out-of-class lectures, in-class activities, pair-and-share activities, student presentations, Active learning with the flipped classroom

Review article. References from 1976 to 2015. In total 90 references

Hwang et al. (2015)

A theoretical study on seamless flipped learning (SFL)

Elaboration on the new role of teachers as facilitators. Introduces five success criteria for teachers’ implementation of SFL

To derive recommendations based on theoretical considerations

Introduction of SFL model. Not exclusively for higher education

Ghadiri (2014)

Case study reporting from developing and implementing blended learning on one course within STEM

Approach very demanding for faculty. New role. Discusses what teachers can learn from various elements of blended learning and flipped classroom

Descriptive comparisons of grade and pass rate outcomes from own implementation of BL. Histograms. ANOVA. Linear multiple regression

Cohort from 2012 to 2014. An intro course in ‘Circuit Analysis’

Three classes of 50, 78, 75 students respectively

Zou et al. (2020)

Systematic review of flipped language classroom

Teachers’ perceptions are mentioned. A section on implications for teachers

Classifications. Focus on course elements, learning tools (pre-class, in-class and after-class). Evaluation methods and effects of flipped classroom

Systematic review. Based on 34 articles from 2015 to 2019 in 14 different journals. Mostly higher education

  1. Some articles use the term ‘teachers’ other ‘instructors’ others again ‘educators’. We apply the terminology of each paper in this table