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 |