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Table 1 Selected papers covering FC research related to the pandemic and online delivery (January 2020–July 2021)

From: Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations

Author(s), year

Context

Field and Level of HE

Type of research

Sample—if applicable

Main findings related to FC during the COVID-19 pandemic

Attarabeen et al., (2021)

USA students

Pharmacy undergraduate and graduate

Comparative research quantitative

192 (2018) 66 (2020)

FC was used before and during the pandemic. Student-perceived stress did not increase during online, remote learning associated with the pandemic. Additionally, datasets showed no significant differences in coping behavior, self-efficacy or emotional status

Collado-Valero et al., (2021)

Spain teachers

Education science

Comparative research quantitative

45

The results revealed an increase in the implementation of FC during the pandemic. Teachers considered that the circumstances encouraged the implementation of FC

Dapper et al., (2020)

Germany students

Medical education (radiation oncology) graduate

Case-study research mixed

125

Traditional teaching methods were largely accepted by students, but opinions on the application of alternative teaching methods or e-learning formats, in particular on the application of FC method, differed widely

Durfee et al., (2020)

USA students

Medical education (radiology) graduate

Action research mixed

111

Virtual radiology core clerkship design included online FC modules and this was shown to be successful, since student performance on the standardized final exam was similar to the in-person teaching

Feijóo et al., (2021)

Spain, Peru students

Engineering undergraduate

Action research mixed

220

Authors concluded that the flipped teaching methods implemented by them during the pandemic shift to remote teaching suffered less than other classical teaching approaches, not only with regards to lectures but also to the outcomes

Hoshang et al., (2021)

UAE students and teachers

Information systems and Engineering undergraduate

Action research mixed

300 students and 10 teachers

Students and teachers were in favor of FC usage, but not strongly and without criticism. More training in the tools and concepts of FC is required. Students in FC achieve significantly higher evaluated and assessed learning outcomes than students in traditional classrooms and are equally satisfied with the learning environment

Jia et al., 2021

China students

Education postgraduate

Community of inquiry mixed

49

Online flipped course participants performed as well as their counterparts in the conventional flipped learning format, and students’ interest levels remained constantly high throughout the online flipped classes. Analyses suggest five key factors that promote their engagement in the online flipped classes (interaction, active learning with feedback, supported problem-centric learning, teaching variation and teacher attributes)

Martinelli et al., (2021)

USA residents

Medical education (Anesthesiology) postgraduate

Non-empirical (narrative) qualitative

na

There is growing evidence that the FC is preferred by learners and may increase knowledge gain. FC works well with learning management systems to disseminate focused pre-class work

Latorre-Cosculluela et al., (2021)

Spain students

Across the university undergraduate and graduate

Action research quantitative

376

Students agreed on the benefits and effectiveness that learning with FC has on the development of twenty-first century skills for their personal and professional life. Students who took part in FC during the pandemic perceived the effects of FC on the development of competences related to “fun and learning “, “collaboration with the classmates “ and “learning from/with the classmates “ as less strong

Lee, (2020)

Korea students and teachers

Chemistry undergraduate

Non-empirical case-study qualitative

na

During the pandemic, students prefer asynchronous lectures to real-time lectures. Flipped learning was used to increase the engagement of students. Korean students asked more questions in online lectures compared to f2f

Liberman-Martin and Ogba, (2020)

USA

Chemistry undergraduate

Case-study mixed

55

Instructors found that the video-based flipped approach was readily portable to remote instruction without structural changes. During online learning students were comfortable engaging with the material, but largely uncomfortable with engaging using their microphones in the main class or breakout rooms

Liu et al., (2020)

China students

Vocational HE (digital video production) undergraduate

Case-study mixed

129

The online flipped blended teaching mode adopted in a course improves the online learning effect on students, their autonomous learning ability and problem-solving ability, and improves their interest in learning

Nepal and Rogerson, (2020)

Australia

Economics undergraduate

Semi-SLR qualitative

na

There are clear qualitative and pedagogical benefits from flipping the economics classroom, especially in introductory courses

Portela, (2020)

Portugal students

Engineering (computer science) undergraduate

Case-study quantitative

180

Students were satisfied (81%) with interactivity that combines FC with PBL, game-based learning, BYOD

Schmitz et al., (2021)

Germany students

Medical education undergraduate

Quasi-experiment quantitative

58

The integration of the WBL and FC approaches was researched and proved feasible for surgical education of undergraduates

Tang et al., (2020)

China students

Engineering undergraduate

Action research, comparative study quantitative

11,579

Students were dissatisfied with online learning in general, and especially with communication. The combined model of online teaching with flipped learning improved students’ learning, attention, and evaluation of courses. Authors claimed that in courses with difficult theories and abstract formulas, traditional teaching showed its superiority

Veldthuis et al., (2020)

Netherlands students

ICT undergraduate

Case study quantitative

na

Since the course already utilized FC before the pandemic, it was possible to give the course entirely online with minimal adjustments. Results showed that students' grades were similar to those before the pandemic and students even reported a higher level of satisfaction with the course when given remotely

Wang and Chen, (2020)

China students and teachers

Across the higher vocational colleges

Comparative study quantitative

262 teachers and 986 students

FC advantage is the flexible timing for students, and the combination of asynchronous and synchronous enhances the quality of students-teacher interaction. The difficulty is that teachers should design asynchronous and synchronous delivery carefully, prepare rich resources, plan answering time etc