Table 4 Pedagogical activities, domains, and courses
From: Flipped classroom in higher education: a systematic literature review and research challenges
Domain | Percentage (%) | Activities | Courses name | References |
|---|---|---|---|---|
Accounting and Management | 23.3 | Multiple-choice questionnaires and gamification competitions | Macroeconomics | Murillo-Zamorano et al. (2019) |
Questionnaire | Financial markets | Bachiller and Badía (2020) | ||
Online exercises and online quizzes | Financial mathematics | Lopes et al. (2019) | ||
Multiple-choice-style game | Media Making with Chinese Culture | Zhao et al. (2021) | ||
Problem solving cases | Business | Ng and Lo (2022) | ||
Assignments | Research methodology | Mortaza Mardiha et al. (2023) | ||
Questions and answering | Environmental management, Environmental engineering and industrial ecology | Rodríguez-Chueca et al. (2019) | ||
Science | 16.6 | Group discussions/blogs and online exercises | Inorganic chemistry | Wang and Zhu (2019) |
Worksheet exercises, discussion with instructors, debate on solution | Mathematics | Steen-Utheim and Foldnes (2017) | ||
Multiple-choice questions | Mathematics education | Karjsnto and Acelajado (2022) | ||
Assignments | Physics | Torio (2019) | ||
Focused explanation | Polymer science and technology | Yıldız et al. (2022) | ||
Arts and education | 26.6 | Discussion | Reading for teachers grades | Fraga and Harmon (2015) |
Quizzes | Technology and education—classroom observation | Hao et al. (2016) | ||
Multiple-choice and blank-filling questions | English | Li and Li (2022) | ||
Question and answer sessions, Group discussions | Educational psychology | Khan and Abdou (2021) | ||
Mind map construction | Science and sustainability education | Tomas et al. (2019) | ||
Online assignment | Theory and history of physical education- Physical activity and sport | Sevillano-Monje et al. (2022) | ||
Groups, discussion and debate | Creativity and innovation | Buil-Fabregá et al. (2019) | ||
Group discussions | Instructional media design courses | Kazanidis et al. (2018) | ||
Medical | 13.3 | Class debate | Flipped environmental and occupational health | Galway et al. (2014) |
Problem solving, quizzes and explanations | Pathophysiology of the CNS-Higher mental processes | Van Vliet et al. (2015) | ||
Literature analysis, Debate on patient profiles | Medical sciences | McLean and Attardi (2018) | ||
Problem solving | Pharmacy | McLaughlin et al. (2016) | ||
Engineering | 20 | Design and simulate | Engineering design | Park et al. (2018) |
Problem solving, questions/exercises, Solving the exercise on the blackboard | Energetic engineering | Castedo et al. (2018) | ||
Discussion, problem solving and feedback | E-learning | Al-Zahrani (2015) | ||
Quizzes, Practice activities on computer | Structured programming | Pattanaphanchai (2019) | ||
Discussion | Web-based system | Zou et al. (2020) | ||
Question–answer, exercises and practices | Computer networks and communication | Günbatar (2021) |