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Table 3 Types of knowledge contributions based upon review sample (N = 31)

From: Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

Type of knowledge contribution

Characteristics

Quantity

Studies (identified by the previous numbering, see also Appendix 1)

Studies that are local in character

Studies of local course experiments, subject-specific areas, case studies, etc.

26

1, 3–10, 12, 14, 15, 17–20, 22–26, 31–33, 35

Claims of improved student learning and/or student motivation

Argue that Flipped classrooms enhance student learning or motivation, often by comparing with a traditional teaching approach

19

3, 4, 6–10, 12, 14, 15, 17, 19, 20, 23–26, 28–33, 35

Comparisons of Flipped classrooms/Inverted classrooms to other forms provided

Comparing Flipped classrooms/Inverted classrooms (mainly) to traditional forms of teaching

16

3–5, 7–10, 14, 15, 23, 25, 26, 30, 32, 33, 35

Opinion-based or reflection-based arguments around flipped classrooms

Typically editorials, reflections or opinion sections

4

2, 11, 13, 28

Learning/educational theories are explicit

Theoretical approach or understanding is explicit and referenced

11

1, 3, 6, 9, 18, 23, 24, 29, 31, 33, 35