The full text of this article hosted at iucr.org is unavailable due to technical difficulties.

Journal of Computer Assisted Learning

Volume 34, Issue 4
REVIEW ARTICLE

Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education

R. Brewer

Corresponding Author

E-mail address: robin.brewer@unco.edu

University of Northern Colorado, , CO, USA

Correspondence

Robin Brewer, University of Northern Colorado, Greeley, CO, USA.

Email: robin.brewer@unco.edu

Search for more papers by this author
S. Movahedazarhouligh

University of Northern Colorado, , CO, USA

Search for more papers by this author
First published: 25 February 2018
https://doi.org/10.1111/jcal.12250

Abstract

As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality.

Lay Description

What is currently known about the subject matter?

  • Flexible environment: Flipped learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit and to support either group work or independent study.
  • Learning culture: The Flipped Learning Model deliberately shifts instruction to a learner‐centred approach, where in‐class time is dedicated to exploring topics in greater depth and creating rich learning opportunities.
  • Intentional content: Flipped learning educators continually think about how they can use the Flipped Learning Model to help students develop conceptual understanding, as well as procedural fluency.
  • Professional educator: The role of a professional educator is even more important and often more demanding, in a flipped classroom than in a traditional one. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work.

What their paper adds to this?

  • A review of the research base upon which the Flipped Learning Model is built;
  • Includes student‐centred, active learning, and Cognitive Load theory;
  • How the model serves diverse student populations; and
  • The role of technology.

Finally, the implications of study findings for practitioners:

  • Presents models and applications of flipped classrooms and flipped learning to challenge teachers to reflect on their practice;
  • Provide opportunities for teachers rethink how they reach their students. It is an approach that encourages students to set the pace for truly individualized instruction; and
  • A catalyst for teachers, administrators, and students to change the way things have always been done.