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Systematic review article, flipped classroom in teacher education: a scoping review.

• Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway

Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance . The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion ; 2. Content delivery ; 3. Learning environment ; 4. Learning experience ; 5. Instructor and student presence ; 6. Engagement ). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.

Introduction

Recent improvements in and access to digital technologies have paved the way for flipped classroom (FC) as an appealing, innovative, and motivating pedagogical teaching approach ( Abeysekera and Dawson, 2015 ). Compared to traditional lectures often characterized by passive and transmissive modes of teaching, FC can be viewed as a “student-centered approach to teaching and learning that emphasizes student engagement and active learning” ( Steen-Utheim and Foldnes, 2018 , p. 308). Despite being around since the 2000s (cf. Baker, 2000 ; Lage et al., 2000 ), FC gained popularity with Bergmann and Sams (Bergmann and Sams, 2009 , Bergmann and Sams, 2012) who were concerned about high school students missing end-of-day classes.

Bergmann and Sams ( Bergmann and Sams, 2012 , p. 13) state that the basic concept of FC is “that which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class.” Building on the former definition, Bishop and Verleger (2013 , p. 5) underline two aspects of FC: (1) “interactive group learning activities inside the classroom” and (2) “direct computer-based individual instruction outside the classroom.” Similarly, Abeysekera and Dawson (2015 , p. 3) note that in FC, “learning activities that are active and social” occur inside the classroom while “most information-transmission teaching” occurs outside the classroom.

The consequent enthusiasm among practitioners and researchers has resulted in increased interest in FC as an educational research area, in turn resulting in several literature reviews and meta-analyses ( O'Flaherty et al., 2015 ; Betihavas et al., 2016 ; DeLozier and Rhodes, 2017 ; Akçayir and Akçayir, 2018 ; Hew and Lo, 2018 ; Turan and Akdag-Cimen, 2019 ). However, reviews on FC rarely focus on teacher education with study populations including teacher educators, pre-service teachers, or mentor teachers. O'Flaherty et al. (2015) , for example, investigated FC in higher education. Their review included studies with empirical evidence from across subject disciplines (e.g., nursing, business management, social science) and found indirect evidence for FC improving academic performance, and student and staff satisfaction. However, most of the included studies were not related to teacher education and thus the review has limited utilization to the field. In addition, Hew and Lo (2018) conducted a meta-analysis on FC and student learning in health profession education, while Turan and Akdag-Cimen (2019) focused on FC and English language teaching.

Although there is a growing interest in the field, little is known about the use of FC in teacher education, where there is currently a lack of reviews systematically organizing empirical studies in the research field. Therefore, it is necessary to conduct a scoping review of FC in teacher education to inform researchers and practitioners about the latest developments, knowledge, experiences, and research foci in the field. The scoping review approach has become growingly popular among researchers for synthesizing research data ( Davis et al., 2009 ; Daudt et al., 2013 ) because a scoping review can, according to Arksey and O'Malley (2005 , p. 21) help meet four goals: “(1) To examine the extent, range and nature of research activity; (2) To determine the value of undertaking a full systematic review; (3) To summarize and disseminate research findings; (4) To identify research gaps in the existing literature.” Thus, the current study adopts the scoping review approach and seeks to obtain both quantitative and qualitative data which will help to address the abovementioned information for researchers and practitioners. In the next sections of the article, we introduce the review method, followed by a presentation of results and discussion of findings.

The current study was conducted as a scoping review ( Arksey and O'Malley, 2005 ; Levac et al., 2010 ). According to Grant and Booth (2009 , p. 101), a scoping review:

provides a preliminary assessment of the potential size and scope of available research literature. It aims to identify the nature and extent of research evidence (usually including ongoing research). […] Scoping reviews are able to inform policymakers as to whether a full systematic review is needed. They share several characteristics of the systematic review in attempting to be systematic, transparent and replicable .

The present study adopted the five-stage framework of Arksey and O'Malley (2005 , p. 22): (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing, and reporting the results.

Identifying the Research Questions

The following two research questions (RQs) guided the review:

1. What are the trends in FC in teacher education?

2. What are the research foci and findings of the presented studies on FC in teacher education?

The first question aims to provide an overview and a map of trends in FC in teacher education by providing details about variables including author details, year of publication, country location, subject disciplines, research methodology, study design, and participants. The second research question aims to summarize and disseminate the different approaches to and outcomes of FC in teacher education.

Identifying Relevant Studies

The search terms were developed and categorized based on two dimensions according to the purpose of the review. One dimension was related to FC (i.e., the activity examined), while the other dimension was related to pre-service teachers (i.e., the participants in the activity examined) to narrow the search within the field of teacher education. Each search term was separated by the Boolean OR operator and each dimension was separated by the Boolean AND operator, which was outlined in Table 1 .

Table 1 . Key search terms.

A set of inclusion and exclusion criteria were developed to focus the scope of the review ( Table 2 ). Based on previous research, FC has been observed in the research literature since the early 2000s ( Lage et al., 2000 ), and so the last 20 years were set as the time period for the review. Other criteria include peer-reviewed articles, English and Norwegian languages, a focus on empirically driven studies, and with populations related to teacher education where the sample size is explicitly mentioned.

Table 2 . Inclusion and exclusion criteria.

Two electronic databases were searched: Education Resources Information Center (ERIC) and Web of Science. Moreover, a manual search or “hand-searching” ( Chapman et al., 2010 , p. 23) reference lists was conducted after searching the databases to “locate relevant studies missing in the database searches” ( Røkenes and Krumsvik, 2014 , p. 255).

Study Selection

Based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement ( Moher et al., 2009 ), Figure 1 shows the study selection process, including procedures for searching databases, searching manually, screening titles and abstracts, screening full texts, and selecting eligible articles for inclusion. The last database search was conducted on January 1, 2020; 92 articles were identified, from among which 17 duplicates were removed. All the potentially relevant articles went through a two-step screening process. The first step was to exclude irrelevant articles by screening titles and abstracts. The second step was to filter out unrelated articles by screening full texts. After the first step, 12 articles from ERIC and 19 from Web of Science were excluded because they were unrelated to FC or not conducted in the field of teacher education. After the second step, 11 articles from ERIC and two from Web of Science were removed mainly due to research focus and sampling, such as focusing on the effects of an online course instead of FC or the unclear number of study participants. Eventually, 33 articles were included for further analysis, 22 from ERIC, nine from Web of Science, and two found through a manual search. Full texts were obtained of the 33 studies, and each study was reviewed and confirmed as suitable for inclusion by the authors.

Figure 1 . Flowchart diagram of the screening and selection procedure ( Moher et al., 2009 , p. 267).

Data Charting and Collation

Summaries of each study were developed based on indicators including authors, year of publication, country location, research design, methodology, study population and sample size, and brief descriptions of outcomes ( Table 3 ). In Table 3 , EG (experimental group) has taken courses in FC and CG (control group) has taken courses in a traditional classroom. A detailed table with study title, discipline, research questions, and characteristics of participants can be found in the Supplementary Material ). Next, studies were analyzed using a coding and categorization strategy ( Saldaña, 2016 ).

Table 3 . Overview of included studies.

Summarizing and Reporting Findings

In accordance to the fifth stage of Arksey and O'Malley's (2005) framework for scoping reviews, the next sections summarize, report on, and discuss findings from the 33 included studies.

Results and Discussion of Findings

The coding and analyzing system included three main categories (i.e., general characteristics, research methods, and research foci), each with several subcategories.

General Characteristics of Included Studies

Distribution by year of publication.

The results from the database searches revealed that the first studies about FC in teacher education were published in 2014, while according to a previous review article the first study about FC was published in 2000 ( Akçayir and Akçayir, 2018 ). Thus, FC research in teacher education started nearly 14 years after the first published study on FC. As shown in Figure 2 , even though FC research in teacher education started late, according to Akçayir and Akçayir, this is still within the main tendency in the FC research: “After more than a decade, flipped classroom studies became popular among scholars; the numbers of such studies began to steadily increase after 2012” (2018, p. 337).

Figure 2 . Number of articles published by year.

Distribution by Country

Figure 3 shows that nearly one third of the reviewed studies were conducted in the USA (10 of 33 articles), while seven were conducted in Turkey. Six studies were conducted in Spain; two were conducted in each of Australia, South Africa, and South Korea; and one was conducted in each of Canada, China, Kuwait, and Norway.

Figure 3 . Distribution of articles conducted in various countries.

Distribution by Subject Discipline

Teacher education involves many subject disciplines, such as general education, mathematics, science, language, history, and health science. In this review, articles were categorized as “pedagogy” when courses were not aiming at a specific subject discipline or a certain group of student teachers, such as an introduction to educational psychology course, an instructional methods course, and an educational technology course. Figure 4 shows that nearly one third of the reviewed studies (10 articles out of 33) were in pedagogy. When further subdividing the studies into different subject disciplines, studies on FC in teacher education were mainly in the science (six articles), language (five articles), and mathematics (three articles) disciplines.

Figure 4 . Distribution of studies conducted in different subject disciplines.

Research Methods of Included Studies

Methodological paradigm.

Out of the 33 reviewed studies, more than half (17) did not explicitly identify their methodological paradigm. Therefore, we categorized the methodological paradigms in these articles based on the description in the method sections. Figure 5 shows that 22 (67%) of the studies used mixed methods for data collection, 8 (24%) used quantitative methods, and 3 (9%) used qualitative methods.

Figure 5 . Distribution of articles conducted using three methodological paradigms.

Participants Involved in the Research

The current study focuses on the FC in teacher education; therefore, the authors were interested in the perceptions of pre-service teachers and the effects (e.g., academic, engagement, and emotional) on pre-service teachers that were explored in all the reviewed studies. Figure 6 shows that participants who were taught using a FC approach were coded as the experimental group (EG), while those who were not were coded as the control group (CG). Of the 33 reviewed studies, 18 were conducted only with participants who had learned using an FC approach; 14 were conducted with participants who learned using both an FC and a traditional approach. Only one study ( Erdogan and Akbaba, 2018 ) involved participants who had not taken any courses taught using the FC approach; this study investigated student teachers' opinions about whether the social studies classroom should be flipped.

Figure 6 . Student participants involved in research.

The number of EG members ranged from 14 to 371, while the number of CG members ranged from 9 to 162. The total number of participants across all 33 reviewed studies ranged from 9 to 371.

Instruments for Data Collection

Table 4 lists all instruments used for data collection in the reviewed studies; S + [number] represents the studies reviewed (e.g., S1 represents the first study in the reviewed list). Surveys, both paper-based and online, were the most commonly used tool (over two thirds) to explore participants' perceptions. Some studies applied both pre- and post-surveys ( Fraga and Harmon, 2014 ; Dove and Dove, 2017a , b ; Hall, 2018 ). Others conducted surveys after an FC intervention. Test scores were frequently used to collect data about students' academic performance, and scores could come from final exams, tests, or quizzes. Interviews were often used to collect qualitative data, and focus-group interviews were used more frequently than one-to-one interviews. Due to the characteristics of teacher education, lesson plans made by student teachers could also be considered an instrument. Classroom observation was conducted in FCs as well, with the observations in the form of both video-taped lessons and field notes. Student teachers' weekly journals, teacher educators' journals, and student teachers' feedback were all reflections of participants in teaching and learning and could be generalized as self-report materials. Tasks completed by student teachers also served as a tool to collect data. As a teaching methodology or pedagogical instructional model closely related with information and communication technology (ICT), the FC is always linked with computers or the Internet. Therefore, a course blog and student teachers' log information could also be considered data. Furthermore, course assessments are often conducted at the end of a university-level course, and so that data can also be used to study the FC.

Table 4 . Instruments for data collection.

Research Foci of Included Studies

Most of the reviewed studies (27) seemed to be concerned with students' perceptions of the FC, and some (14) also explored whether the FC could improve students' academic performance ( Figure 7 ). Other aspects examined were teacher educator's perceptions of the FC (two studies), students' self-regulated learning (SLR; two studies), students' anxiety (two studies), students' self-efficacy (two studies), and students' self-perceptions of pedagogical knowledge, technological knowledge, and technological pedagogical content knowledge (TPACK; one study).

Figure 7 . Research foci of included studies.

Student Perceptions of the Flipped Classroom

The top research focus reflected in 27 of the 33 articles is student perceptions of the FC teaching approach. Figure 8 gives an overview of the aspects of student perceptions covered in those 27 studies.

Figure 8 . Aspects of student perceptions of FC.

Table 5 lists details about the different research foci and their representative articles. Each aspect will be elaborated in the following text.

Table 5 . Different research foci on student perceptions and their representative articles.

Attitude, Motivation, and Emotion

The reviewed studies were categorized as examining attitude, motivation, and emotion when they explored student teachers' or teacher educators' attitudes, motivations, and emotions vis-à-vis the FC. Students had favorable attitudes and “a general positive opinion” ( González-Gómez et al., 2016 , p. 456, 458). For example, on flipped classes, students said “it was a really good class” ( Conner et al., 2014b , p. 74) and “this class was by far the best class we have taken” ( Conner et al., 2014b , p. 74, 75). Student participants in Fraga and Harmon (2014) stated they liked the FC model because of “the time flexibility” (p. 22, 24) and “being in control of their own individual learning” (p. 22, 24). Survey data from García-Sánchez and Santos-Espino (2017) showed that students were satisfied with the FC approach due to “remarkable facts that suggest participants were pleased with their creative abilities” (p. 178). Focus-group interview data from Kurt (2017) indicated that all participants were “highly satisfied” (p. 216) because of “their perception of better learning and their enjoyment of the flipped class model” (p. 216). Sayeski et al. (2015) compared three instructional conditions (independent, facilitated, and flipped) and concluded from students' survey data that “the most popular condition was the flipped classroom condition” (p. 302). In Ng's study (2018) , eight students attended the focus-group interview and “they all liked” (p. 72) the FC approach and its advantages of “promoting self-learning, innovation, and flexibility” (p. 72). FC was associated with “a general positive perception” ( Jeong et al., 2018 , p. 163) not only in the face-to-face learning environment but also in the online environment; 91% of participants in van Wyk's (2018a) study strongly agreed that FC was a student-centered approach that increased student active learning and promoted and increased classroom interaction.

However, students' attitudes toward the FC compared to the TC were sometimes “variable” ( Tomas et al., 2019 , p. 12). A student in Conner et al. (2014a) “felt the flipped classroom approach went well, but was challenging to keep up with if you forgot to watch the online videos prior to attending class” (p. 73). One student commented that in FCs students should “take responsibility for not only our own learning, but for our classmates as well” ( Graziano, 2017 , p. 124). A student in Dove and Dove (2017a) also said that the responsibility of learning was “completely on the students” (p. 138). Besides responsibility, the responses of students who disliked the FC model “fell into two categories—issues of time management and confusion” ( Fraga and Harmon, 2014 , p. 22). Tomas et al. (2019 , p. 12) summarized students' attitudes toward FCs, stating “In spite of the variability in students' perceptions, the majority appeared to respond positively to the flipped classroom approach.” Furthermore, student teachers seemed to favor having flipped classes in the future. Survey data from Jeong et al. (2016) showed that 94% of participants agreed or strongly agreed that they were “willing to have more courses flipped” (p. 753). In Kurt (2017) , one student said, “I believe my future students will benefit from” (p. 217) flipping a language classroom. A participant in van Wyk (2018b) posted on the class blog that “I love flipping my class strategy and will definitely use it” (p. 19). There were other varying opinions as well. For example, survey data from Jeong et al. (2019a) revealed that students “agreed or strongly agreed to have more courses flipped” (p. 8) because the flipped course was “interactive” (p. 10) and “interesting” (p. 10). Survey data from Graziano (2017) also showed that “the majority of students said very likely or likely” (p. 125) in response to being asked about flipping their own classrooms in the future. One student teacher commented in the informal discussion that “I will not have the time during my first few years of teaching to accurately gather or make videos on my own” (p. 124).

Several studies also explored students' motivation vis-à-vis FCs. Sengel (2016) 's survey data revealed that students in FCs “were willing to pay more” (p. 495) for the course and “were more motivated” (p. 495). Survey data from Tomas et al. (2019) indicated that “for a majority of students, the flipped approach enhanced their motivation to learn” (p. 12). Turan and Goktas (2018) focused their research on the impact of FCs on students' motivation; their survey data revealed that “the motivation for students in the experimental group was greater than that of the control group” (p. 142), which meant that students' motivation in FCs was greater than that in TCs. Turan and Goktas (2018) categorized motivation within the scope of ARCS theory, which identifies attention, relevance, confidence, and satisfaction as four critical components that affect motivation. They discovered that “the attention level of students [in the experimental group, our interpretation] toward the course was clearly high” (p. 142). In fact, all the ARCS scores in Turan and Goktas (2018) were higher for the EG than for the CG. Turan and Goktas (2018) also found that the leading positive motivational factor was hands-on activities, while the leading negative motivational factor was difficulty in flipping. However, the survey data of Yough et al. (2017) revealed that “all analyses were non-significant with the exception of two motivation outcomes” (p. 6); even “preservice teachers in the traditional sections were more likely to report greater levels of intrinsic motivation […] and identification […] than those in flipped sections” (p. 6). Cabi (2018) also found that some students were not motivated because they “did not want to put an effort on it” (p. 214) and felt that “the topics were boring and unnecessary” (p. 214).

Jeong et al. (2016 , 2018) explored students' emotions and self-evaluations after participating in FCs. Both studies had the same findings regarding positive and negative emotions: “the overall scores were very high in positive emotions” (2018, p. 7), with feelings of fun and enthusiasm having the highest score. Regarding negative emotions, boredom had the lowest score and concern had the highest. These findings indicated that many students agreed that the FC model was fun and that feelings of concern and nervousness had brought more negative emotions to them than boredom. In their recent study, Jeong et al. (2019a) concluded from survey data that “positive emotions were highly scored” (p. 11) by students in an FC compared to those in a TC.

Content Delivery

As one of the characteristics of FCs, content delivery differs from that in TCs where usually a lecturer presents his or her lecture during class time. In an FC, a lecturer normally records the lecture in advance and students access the content outside class time with different equipment. Sengel (2016) investigated equipment to access online videos and found that the most commonly used equipment was “laptop[s] (95%) and cellphone[s] (80%)” (p. 492), while “IPod[sic] touch (27%) and IPad[sic] (36%) were the equipment” least used (p. 492). In addition, many researchers explored students' perceptions of content delivery and found they had both positive and negative opinions.

Some students thought that content delivered before class, such as narrated presentations with “talking heads” and online lectures, were “convenient, effective and engaging” ( Adnan, 2017 , p. 215), “beneficial” ( Conner et al., 2014b , p. 73), and “easy to watch and easy to follow” ( Conner et al., 2014a , p. 71). Other benefits included having “the opportunity to pause” ( Conner et al., 2014a , p. 71) and being able to “wait, stop, go back” ( Dove and Dove, 2017b , p. 325) and to “stop and replay” ( Tomas et al., 2019 , p. 12). This approach also made students “come to the class prepared” ( Cabi, 2018 , pp. 213-214). A student teacher in Dove and Dove (2017b) stated that “PowerPoints […] brings you step by step about what is happening” (p. 325). Survey data from Graziano (2017) revealed that students “enjoyed the flexibility in delivering course content” (p. 124). Students in Jeong et al. (2016) had “a general positive opinion” (p. 752) about utilizing video lectures, stating they were of “great help to achieve learning goals” (p. 752). This sentiment was echoed by participants in Kurt (2017) who stated that videos helped them “learn the material better” and made the material “more enjoyable” (p. 216). According to Lee and Bonk (2019) , 23 of 27 participants reported that “class preparation through online video lectures helped them pay attention to their f2f classes” (p. 16) and “encouraged them to participate more actively in the group discussions” (p. 16). Jeong et al. (2019a) 's survey data showed that “students agreed or strongly agreed that having video lectures or other “flipped” materials before class helped or help to achieve the learning goals and to complete the in-class activities more confidently or in an easier manner” (p. 7). The researchers noticed that “students attended class after revising the flipped materials and were more willing to participate in student-centered activities such as collaborative chores” (p. 7). Tomas et al. (2019) found that 98.8% of students believed that “viewing the flipped videos helped them to understand the key concepts” (p. 11) in their course. According to the survey data in Helgevold and Moen (2015) 's study, most participants “found the online lectures to be a useful learning arena” (p. 35) because they could control “time, placement and pace” (p. 35). Similarly, Kurt (2017) 's focus-group interview data showed that participants “all appreciated watching the lectures at any time they wanted and being able to decide on their own pacing. They paused, rewound and replayed the video lectures as they needed” (p. 217).

Meanwhile, some students encountered “technological issues” ( Conner et al., 2014a , p. 72) and “lost their attention” ( Adnan, 2017 , p. 215) while watching the videos or narrated presentations. Some thought the content was “difficult” or “not sufficient” ( Cabi, 2018 , p. 214). In Conner et al. (2014b) , one student teacher stated that “honestly they could have just given us the handouts and I would have gotten as much from it” (pp. 72-73). Students in the Graziano (2017) study acknowledged they were not “‘tech savvy’ or comfortable with technology” (p. 126); furthermore, making videos was “time consuming” (p. 124, 126) for teachers. In Ng's study ( 2018 , pp. 72-73), student teachers mentioned difficulties they encountered when watching online videos: (1) “they did not have a teacher to ask when they could not understand the online video”; (2) “they had to wait until the following week to ask the teacher when they could not understand a concept”; and (3) “they might forget about asking the questions.” These difficulties were also encountered by participants in Sengel's study ( 2016 ), where “70% of them indicated that they did not have chance to ask for these problems someone outside of the class time” (p. 493). Accordingly, Ng (2018) suggested that when utilizing an FC teaching approach, teacher educators could suggest student teachers email or contact their teacher educators “if they encounter any difficulties prior to the next lesson” (p. 73). Sammel et al. (2018) found that “the median number of online videos watched by the participants was only four out of eight” (p. 55), and students were not well-engaged even though they “knew that 50% of their final mark was derived from the video content” (p. 55). Sammel et al. (2018) also discovered that even though students highlighted convenience in terms of time management and repeatability, they still preferred face-to-face lectures and believed it was what they paid for as campus students.

One student in Conner et al. (2014b , p. 73) said “Don't just read me what is on the PowerPoint. We are in college, we can read.” Other student teachers in Conner et al. (2014b , p. 73) suggested “providing a set of partially completed notes for future students because that would encourage the students to watch the online videos to ‘fill in the blanks in your notes”’. In Ford (2015) , the teacher educator attempted to use two formats to record videos—teach an imaginary classroom and create large slides or storyboards. García-Sánchez and Santos-Espino (2017) found that student teachers preferred “a lecture displayed as some variant of slideshow, mostly combined with narrator's face and voice” (p. 176) and “simple record-and-publish software tools” (p. 176) rather than “more sophisticated settings” (p. 176) where instructors “used puppets and cartoons as characters” (p. 176). Furthermore, the length of a video lecture with the FC approach was explored in some of the reviewed studies. For example, Wagner et al. (2013) suggested not making videos longer than 10 min because very few college students (35.7%) reported enjoying watching long videos.

Some teachers provided online lectures and quizzes as out-of-class activities. For example, González-Gómez et al. (2016) provided two types of online quizzes, “multiple-choice online quizzes about the contents taught in the video lessons that students had to complete after watching or/and reading the proposed material” (p. 456) and “questionnaires inserted in the video lessons” (p. 456). In these cases, students had to provide the right answer to be able to watch the remaining part of the video. The point was to encourage the students to watch the complete video lessons. Jeong et al. (2016) found that online quizzes were “useful to point out and overcome the most complex contents” (p. 753). In González-Gómez et al. (2016) , 87 of 101 participants agreed or strongly agreed the online quizzes “provided together with the multimedia material had allowed them to achieve the learning objectives” (p. 457), and “nearly 90% of students were able to point out the most complex contents before the class and therefore to focus to overcome them after completing the online quizzes provided with the video lessons” (pp. 457-458). However, students in Conner et al. (2014b) 's study argued that online quizzes “were not very challenging and that being allowed to use notes during the quiz was pointless” (p. 73) and it was “very easy to forget” (p. 73).

Learning Environment

In the review, learning environment can be understood as focusing on psychosocial factors in the classroom. Here, the FC was regarded as “flexible,” “stress free” ( Adnan, 2017 , p. 216), and potentially improving “the confidence” ( Conner et al., 2014a , p. 72) of students. Karaaslan and Çelebi (2017) 's survey data indicated “the students generally had positive attitudes” (p. 652) regarding the learning environment. Participants in Kurt (2017) 's study also had “positive perceptions of their experiences in the flipped learning environment” (p. 216); they mentioned that the learning environment was “student-centered, more positive and less stressful” (p. 217). However, some students in Conner et al. (2014a) 's study had the opposite opinion, stating the FC was “a waste of time and did not contribute to learning” (p. 73).

Graziano (2017) found that the learning environment was more interactive; one student said, “there is more student–teacher interaction in a flipped class” (p. 124). According to Jeong et al. (2016) , over 91% participants “thought that the course was more interactive than other courses taken in the same school” (p. 753). By analyzing video-taped classroom observations, Dove and Dove (2017b) found that FCs (flipped both with teacher's videos and lecture videos from Khan Academy) “were able to incorporate more opportunities for interaction and communication within and between students and the instructor” (p. 328). In van Wyk (2018b) 's study, a participant said on the blog that “The flipped method helps me to collaborate with my classmates on specific tasks and establish positive relationships with others” (p. 22).

Learning Experience

The reviewed articles were coded for learning experience if they explored participants' experiences with FC both inside and outside classrooms. Students in Adnan (2017) 's study talked about their learning experience with FC, saying they believe FC can enhance learning because it encourages “social classroom learning” (p. 218) and they can learn “from each other in the classroom” (p. 218). Students in Jeong et al. (2019a) 's study considered the FC course “a valuable learning experience” (p. 10) and “significantly more interactive” (p. 7), saying it “provided a higher perception about the learning process for the same contents” (p. 7). Survey data in Lee and Bonk (2019) 's study revealed that the flipped class integrated with team-based learning can offer students “much higher and richer learning experiences” (p. 17). The findings of the reviewed articles revealed that students connected their learning experiences with their responsibility. For example, students in Dove and Dove (2017b) felt they were “encouraged” (p. 325) to take responsibility for their own learning, and they “positively reacted to the increased opportunities for structured small group activities” (p. 325). Similarly, student teachers in van Wyk (2018b) 's study stated that FC “created a positive lived experience” (p. 13) and forced them to “take responsibility for their own learning” (p. 13). According to van Wyk (2018a) , 97% of student teachers agreed that FC pedagogy forced them to “take responsibility for their own learning” (p. 260). Lee and Bonk (2019) found that because students were forced to take responsibility, “there is a significant difference of learning time” (p. 16) in FCs compared to TCs and that students spent more time in FCs.

Instructor and Student Presence

Both instructors' classroom role and guiding role were emphasized in Adnan (2017) , as instructors were in the classroom “interacting, answering questions and providing help” (p. 216). Dove and Dove (2017b) 's survey and interview data revealed that “students were overwhelmingly positive about the role of the instructor in their learning” (p. 324). In van Wyk's study ( 2018a ), participants perceived that instructors played “an important role in creating a positive lived experience” (p. 263) in open-distance e-learning environments. Students in Lee and Bonk (2019) 's study reported they interacted “more frequently” (p. 18) with instructors in FCs and “received more frequent feedback on their learning” (p. 18) from instructors. In addition, relationships with instructors seemed more positive in FCs; for example, 81.4% of participants in Lee and Bonk (2019) 's study reported that instructors were “accessible and very helpful” (p. 18). The teacher educator in Ford (2015) 's study obtained a high rating on teaching evaluations. Not only were relationships with instructors improved but relationships with peers were “quite close and comfortable” (p. 19), as a student in the Lee and Bonk (2019) study stated. Participants in van Wyk (2018b) 's study agreed that “the teacher played an important role when it came to decision making about what out-of-class and in-class activities should be carefully integrated in order for students to understand the strategy and be motivated to prepare for the class” (p. 13). However, they “were less in agreement … concerning the role that teachers play in moving around and assisting students who are struggling while at the same time correcting misconceptions and providing one-on-one tutoring” (p. 13). In addition to instructor presence, Adnan (2017) examined student presence and found that “almost all students mentioned their adaptation to new roles/competencies” (p. 217) for the flipped course. The students had been educated in TCs since they started school, so it would naturally take some time for them to adapt to the new teaching approach.

Regarding students' engagement in learning, the reviewed studies had generally positive results and included only a few negative opinions. The survey findings of Tomas et al. (2019) painted “an encouraging picture of students' engagement with the flipped videos” (p. 9) and reflected that “the majority of students watched the flipped videos more than once, generally prior to attending class” (p. 9). However, the teacher educator in Ford (2015) 's study found through classroom observations that “not all students were watching the videos” (p. 375). Analyses of the empirical data in Helgevold and Moen (2015) showed that “this flipped classroom model, to some extent, seems to have stimulated students' participation and engagement” (p. 40). Students in Lee and Bonk (2019) 's study reported they were “immersed into learning in class time” (p. 20) and “never dozed at all” (p. 20) in FCs. By analyzing data from the Teachers' Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) , Kurt (2017) found “there was a significant difference between the experimental and control groups in their gain scores … and the subscales of student engagement and classroom management” (p. 215), indicating the differences in students' engagement in FCs compared to TCs were statistically significant in favor of FCs.

Academic Performance in a Flipped Classroom

Whether FCs can influence students' learning outcomes was one of the research foci in nearly half the reviewed studies (14 of 33) that examined students' academic performance in FCs. Table 6 lists statistical results about students' academic performance in FCs and the representative articles.

Table 6 . Students' academic performance in flipped classrooms.

Of the 14 studies, four ( Choi and Lee, 2015 ; González-Gómez et al., 2016 ; Kurt, 2017 ; Jeong et al., 2018 ) found a significant difference between the EG and the CG in favor of the EG. Kurt (2017) found the EG “overperformed” (p. 216) during final exams compared to the CG and that “the difference was statistically significant” (p. 216). The statistical results from Jeong et al. (2018) 's study “demonstrated that the flipped-classroom model gave better outcomes than previous classes not applying the flipped-classroom model” (p. 8), as “significant differences at the 95% significance level ( p < 0.05) were observed” (p. 6) in favor of the FC. Choi and Lee (2015) found that the FC approach was more effective for students to learn knowledge and skills for instructional material production and that the effects were more observable for a difficult task.

Yough et al. (2017) and van Wyk (2018b) found no statistically significant differences in learning outcomes between the EG and the CG. However, these two studies had similar empirical findings to van Wyk (2018a) in that they found the FC teaching approach “enhanced” ( van Wyk, 2018a , p. 262) students' academic achievement. Yough et al. (2017) 's statistical analysis revealed that “participants in the flipped sections had increased meaningful learning outcomes over participants in the traditional sections” (p. 6). “Preservice teachers in the flipped sections were more likely to score higher on items related to topics of information processing, development, and motivation compared with traditional section students” ( Yough et al., 2017 , p. 6). In comparing student teachers' pretest and posttest results, van Wyk (2018b) found that FC pedagogy is “a more effective digital pedagogical tool” (p. 12) and that the EG “outperformed the control group […] in terms of the final examination score” (p. 12). Furthermore, one of the participants in van Wyk (2018b) 's study stated “the flipped class strategy made it easier for me to learn better [.…] I am a visual learner. The videos help to better my understanding and increased my results in the course […] I increased my examination final mark to distinction (83%)” (p. 21).

Contrary to the above studies, three studies ( Fraga and Harmon, 2014 ; Sengel, 2016 ; Cabi, 2018 ) found no significant difference in learning outcomes between the EG and the CG. Based on a statistical analysis, Sengel (2016) found “the flipped classroom model and traditional model had almost similar positive effects on the achievement” (p. 494).

Findings from the other three studies ( Sayeski et al., 2015 ; Adnan, 2017 ; Almodaires et al., 2019 ) were mixed. Adnan (2017) 's statistical results revealed no significant difference between the EG and the CG on midterm/quizzes and final e-portfolio scores; however, the EG achieved significantly higher essay scores. Almodaires et al. (2019) found a significant difference among the three exam results in favor of the EG but no significant difference in the final grade. Sayeski et al. (2015) found that students' learning outcomes were statistically significantly better in the flipped instructional condition than in the other two instructional conditions (homework and instructor facilitated) for a Peer-Assisted Learning Strategies (PALS) module (PALS is a reading strategy for Grades 2–6). However, there were no statistically significant differences for the Classroom Management and Accommodations modules.

Different from the abovementioned studies that examined academic performance through scores and explored the impact of FCs on students' learning outcomes, Montgomery et al. (2019) investigated the relationship between log file data and students' learning outcomes. They discovered that among all the log file data, “access day-of-the-week and access frequency” were “the strongest predictors for student success” (p. 114), while location of access had “a weak relationship” (p. 121) with academic performance.

Other Aspects of a Flipped Classroom Teaching Approach

Other aspects of FCs researched in the reviewed studies include teacher educator's perceptions (two studies), students' SLR (two studies), students' anxiety (two studies), students' self-efficacy beliefs (two studies), and students' self-perceptions of pedagogical knowledge, technological knowledge, and TPACK (one study).

Teacher Educator's Perceptions

Compared to 27 of 33 studies concerning student teachers' perceptions, there were fewer studies on teacher educators' perceptions. Only two studies, those by Ford (2015) and Tomas et al., 2019 ), investigated teacher educators' perceptions. The key finding of the latter study was that “additional teacher-led instruction, scaffolding and guidance were required in-class to review the concepts explored in the flipped videos, and to support students to complete the active learning tasks successfully” (p. 13). Ford (2015) shared her own experiences of teaching using the FC approach and her strategies for creating a flipped course, concluding that her experience strengthened her desire “to continue using this teaching model” (p. 378).

Students' Self-Regulated Learning

Different from Lee and Bonk (2019) 's study that investigated students' perceptions of their own SRL, Montgomery et al. (2019) utilized learning analytics (LA) to investigate students' use of SRL. They used pretests and posttests, group and individual tasks, and self-reported steps to examine whether the FC represented good pedagogy with reference to self-regulation principles. Montgomery et al. (2019) 's quantitative data about students' SRL were positive. Students were self-regulating and learning on their own by watching online lectures; students were able to acquire both content and procedure knowledge on their own from the online videos; students were able to apply their acquired online knowledge in group projects; individual students could apply the knowledge they acquired online in their own work; and students developed their self-regulation. These findings correspond with van Wyk (2018b) 's conclusion that FC pedagogy “indeed enhanced students' self-directed learning to support their learning significantly” (p. 13). According to Montgomery et al. (2019) , “all six SRL behaviors [online access location, day-of-the-week, time-of-day, online frequency, online regularity and exam review patterns, our interpretation] were revealed to have weak to moderate significant relationships with academic achievement” (p. 114).

Students' Anxiety

Dove and Dove (2017a , b ) were interested in students' anxiety about both learning and teaching mathematics. The Dove and Dove (2017a) found “significantly greater decreases for general mathematics anxiety” (p. 134) for the EG but no significant difference in anxiety about teaching mathematics between the EG and the CG. Dove and Dove (2017b) found that the FC with teacher videos was significantly better at decreasing students' general math anxiety than the FC with lecture videos from Khan Academy and TC. It was also significantly better at decreasing students' anxiety about teaching mathematics than the FC with lecture videos from Khan Academy.

Students' Self-Efficacy Beliefs

Kurt (2017) found that students taught in FCs had “a higher level of self-efficacy beliefs” (p. 211) and that, with regard to teachers' sense of students' self-efficacy, “there was a significant difference between the experimental and control groups” (p. 215) in favor of the EG. Based on observed quantitative data, González-Gómez et al. (2019) concluded that the FC had “a significant positive impact in the science self-efficacy beliefs and attitudes toward science” (p. 9).

Students' Self-Perceptions of Pedagogical, Technological, and Technological Pedagogical Content Knowledge

Hall (2018) 's quantitative study revealed that after an FC intervention, students' self-perceptions of pedagogical knowledge and the application of TPACK were statistically significant. However, students' self-perceptions of technological knowledge and TPACK were not statistically significant.

Conclusion, Study Limitations, and Future Research

This scoping review examined 33 peer-reviewed studies on FCs in teacher education in terms of general characteristics, research methods, and research foci in the existing literature. The main findings from this review study revealed answers to aforementioned research questions. The trends in FC in teacher education are that there was a gradual and steady increase in publications on the use of FCs, most existing studies in English were conducted in the USA, Turkey, and Spain, and courses with FC within the disciplines of pedagogy and language were commonly researched. Additionally, mixed methods were more commonly used than a single quantitative or qualitative method, and surveys, test scores, and interviews were popular data collection instruments among researchers. With respect to the second research question, two main research foci were identified that researchers were primarily concerned with students' perceptions and their academic performance. The analysis of students' perceptions revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). With regard to students' academic performance, though researchers reported dissimilar findings, more than half of their studies revealed that FC could improve students' academic performance. This research finding echoes the previous research “that non-traditional instruction are able to promote academic achievement” ( Jeong et al., 2019b ).

The scoping review provided an overview of FC studies conducted in the domain of teacher education. The categories developed in the review might be adapted to guide future reviews of FC pedagogy both inside and outside teacher education. Furthermore, the study findings might indicate useful directions for future FC studies to identify critical knowledge gaps and opportunities. For example, only one article ( Dove and Dove, 2017a ) examined consecutive FCs, and as students might need time to get used to learning with a new teaching approach, more research on consecutive FCs should be conducted.

This review study should be viewed as a pioneering attempt to explore studies on FCs in teacher education rather than an exhaustive review. Even though only 33 articles were found by searching the two databases and through a manual search, there might be other potential articles that could be found in other databases, such as Scopus and Science Direct. As FC pedagogy continues to grow in popularity, more review studies will likely be conducted and listed in more databases. Furthermore, this review utilized specific inclusion and exclusion criteria to screen identified articles. These criteria allowed the authors to narrow the scope of the search to select the most representative studies. However, different search criteria might have produced slightly different search results. For example, if book chapters were included, the data analysis might have been different. Further research should address review research identified by searching more databases and should extend to include more publication types, such as book chapters and conference proceedings.

Data Availability Statement

The original contributions presented in the study are included in the article/ Supplementary Material , further inquiries can be directed to the corresponding author/s.

Author Contributions

HH is the first author of the article and has done the database searchers, analyzed the data, and written the main parts of the manuscript. FR is the second author of the article and has developed the conceptual framework, developed the research design, aided in the analysis, and writing/revisions of the manuscript.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2020.601593/full#supplementary-material

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* ^ Asterisks indicate the articles included in the current review study .

Keywords: flipped classroom, teacher education, higher education, pre-service teacher, scoping review

Citation: Han H and Røkenes FM (2020) Flipped Classroom in Teacher Education: A Scoping Review. Front. Educ. 5:601593. doi: 10.3389/feduc.2020.601593

Received: 02 September 2020; Accepted: 12 October 2020; Published: 12 November 2020.

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Copyright © 2020 Han and Røkenes. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Fredrik Mørk Røkenes, fredrik.rokenes@ntnu.no

Systematic Reviews on Flipped Learning in Various Education Contexts

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This chapter shares the author’s experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews.

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Flipped classroom in higher education: a systematic literature review and research challenges

Maria Ijaz Baig & Elaheh Yadegaridehkordi

Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis

Li Cheng, Albert D. Ritzhaupt & Pavlo Antonenko

1 Introduction

In recent years, numerous studies about the flipped (or inverted) classroom approach have been published (Chen et al. 2017 ; Karabulut-Ilgu et al. 2018 ). In a typical flipped classroom, students learn course materials before class by watching instructional videos (Bishop and Verleger 2013 ; Lo and Hew 2017 ). Class time is then freed up for more interactive learning activities, such as group discussions (Lo et al. 2017 ; O’Flaherty and Phillips 2015 ). In contrast to a traditional lecture-based learning environment, students in flipped classrooms can pause or replay the instructor’s presentation in video lectures without feeling embarrassed. These functions enable them to gain a better understanding of course materials before moving on to new topics (Abeysekera and Dawson 2015 ). Moreover, instructors are no longer occupied by direct lecturing and can thus better reach every student inside the classroom. For example, Bergmann and Sams ( 2008 ) provide one-to-one assistance and small group tutoring during their class meetings.

The growth in research on flipped classrooms is reflected in the increasing number of literature review studies. Many of these are systematic reviews (e.g., Betihavas et al. 2016 ; Chen et al. 2017 ; Karabulut-Ilgu et al. 2018; Lundin et al. 2018 ; O’Flaherty and Phillips 2015 ; Ramnanan and Pound 2017 ). One would expect that if the scope of review has remained unchanged, contemporary reviews would include and analyze more research articles than the earlier reviews. Moreover, because flipped classroom practice is becoming more innovative (e.g., gamified flipped classroom), recent reviews should provide new insights into future research and practice. However, this is not always the case.

With this in mind, this chapter highlights possible strategies to improve the quality of systematic reviews. The chapter is based on my experiences of and reflections on systematic reviews of flipped classroom research in various contexts (Table  1 ). It begins by presenting the rationale for conducting systematic reviews. The chapter then discusses how systematic reviews contribute to the flipped learning field. In contrast to several existing reviews, it then shares my reflections on practical aspects of systematic reviews, including literature search, article selection, and research synthesis. The chapter concludes with a summary.

2 Rationale for Conducting Systematic Reviews

To avoid repeating previous research efforts, researchers should first understand the current state of the literature by either examining existing reviews or conducting their own systematic review. Phrases such as “little research has been done” and “there is a lack of research” are extensively used to justify a newly written article. However, I sometimes doubt the grounds for these claims. There is no longer a lack of research in the field of flipped learning. In mathematics education alone, for example, 61 peer-reviewed empirical studies were published between 2012 to 2016 (Lo et al. 2017 ). Karabulut-Ilgu et al. ( 2018 ) found 62 empirical research articles on flipped engineering education as of May 2015. Through a systematic review of the literature, a more comprehensive picture of current research can be revealed.

In fact, before conducting my studies of flipped learning in secondary schools, I carried out a systematic review in the context of K-12 education (Lo and Hew 2017 ). At the time of writing (October 2016), only 15 empirical studies existed. We therefore knew little (at that time) about the effect of flipped learning on K-12 students’ achievement under this instructional approach. With such a small number of research published, the systematic review thus provided a justification for our planned studies (see Lo et al. 2018 for a review) and those of other researchers (e.g., Tseng et al. 2018 ) to examine the use of the flipped classroom approach in K-12 contexts.

In addition to understanding the current state of the literature, systematic reviews help identify research gaps. In flipped mathematics education, for example, Naccarato and Karakok ( 2015 ) hypothesized that instructors “used videos for the delivery of procedural knowledge and left conceptual ideas for face-to-face interactions” (p. 973). However, researchers have not reached a consensus on course planning using the lens of procedural and conceptual knowledge. While Talbert ( 2014 ) found that students were able to acquire both procedural and conceptual knowledge by watching instructional videos, Kennedy et al. ( 2015 ) discovered that flipping conceptual content might impair student achievement. More importantly, we found in our systematic review that very few studies evaluated the effect of flipping specific types of materials, such as procedural and conceptual problems (Lo et al. 2017 ). To flip or not to flip the conceptual knowledge? That is a key question for future studies of flipped mathematics learning.

3 Contribution of Systematic Reviews

A systematic review should not be merely a summary of existing studies. Instead, the review should contribute to the body of knowledge. Researchers must figure out the purpose of their systematic review and ensure the significance of their work. This section illustrates several possible goals of research synthesis. Table  2 shows that in our systematic review, we aimed to achieve two main goals: (1) To inform future flipped classroom practice, and (2) to compare the overall effect of flipped learning to traditional lecture-based learning.

First, the overarching goal of some of our systematic reviews was to inform future flipped classroom practice. Using the findings of the reviewed studies, we have developed a 5E flipped classroom model for history education (Lo 2017 ), made 10 recommendations for flipping K-12 education (Lo and Hew 2017 ), and established a set of design principles for flipped mathematics classrooms (Lo et al. 2017 ). Taking the design principles for flipped mathematics classrooms as an example, our Principle 4 suggested that short videos could be used to enable effective multimedia learning. This principle was based on the problem (reported in the literature) that students tend to disengage when watching long videos. To avoid making similar mistakes, we recommended that each video be limited to six minutes and all combined video segments be no more than 20–25 min. With this principle applied, Chen and Chen ( 2018 ) confirmed that the assigned workload was bearable for the students in their flipped research methodology course.

Second, the goal of our systematic reviews was to examine the effect of flipped learning versus traditional learning on student achievement. These reviews focus on flipped mathematics education (Lo et al. 2017 ), health professions (Hew and Lo 2018 ), and engineering education (Lo and Hew 2019 ). Researchers have conducted several systematic reviews of flipped learning in the health professions (Chen et al. 2017 ; Ramnanan and Pound 2017 ) and engineering education (Karabulut-Ilgu et al. 2018 ). Ramnanan and Pound ( 2017 ) reported that medical students were generally satisfied with flipped learning and preferred this instruction approach to traditional lecture-based learning. However, strong satisfaction with learning does not necessarily mean improved achievement. Examining student learning outcomes, Karabulut-Ilgu et al. ( 2018 ) classified their flipped-traditional comparison studies into five categories: (1) More effective, (2) more effective and/or no difference, (3) no difference, (4) less effective, and (5) less effective and/or no difference. As in Chen et al. ( 2017 ), they presented the effect size of each flipped-traditional comparison study. However, as Karabulut-Ilgu et al. ( 2018 ) acknowledged, no definitive conclusion can be made without a meta-analysis of student achievement in flipped classrooms.

We therefore attempted to examine the overall effect of flipped learning on student achievement through systematic reviews of the empirical research. The findings enhance our understanding of this instructional approach. Using a meta-analytic approach, a small but significant difference in effect in favor of flipped learning over traditional learning was found in all three contexts (i.e., mathematics education, health professions, and engineering education). Most importantly, our moderator analyses provided quantitative support for a brief review and/or formative assessment of pre-class materials at the start of face-to-face lessons. The effect of flipped learning was further promoted when instructors provided such an assessment (for mathematics education and health professions) and/or review (for engineering education) in their flipped classrooms. These findings not only extend our understanding of flipped learning, but also inform future practice of flipped classrooms (e.g., offering a quiz on pre-class materials at the start of face-to-face lessons).

4 Reflections on Some Practical Issues of Conducting Systematic Reviews

The following sections cover some practical aspects of systematic reviews of flipped classroom research, including literature search, article selection, and research synthesis.

4.1 Literature Search

Abeysekera and Dawson ( 2015 ) shared their experiences of searching for articles on flipped classrooms. They performed their search using the term “flipped classroom” in the ERIC database. In June 2013, they found only two peer-reviewed articles on flipped learning. Although not much research had been published at that time, this scarcity of search outcome has prompted us to reflect on (1) the design of the search string and (2) the choice of databases when conducting a systematic review.

4.2 The Design of Search String

The search term “flipped classroom” is very specific in that it cannot include other terms used to describe this instructional approach, such as flipped learning, flipping classrooms, and inverted classrooms. From my observation, some authors use even more flexible wording. For example, Talbert ( 2014 ) entitled his article “Inverting the Linear Algebra Classroom” (p. 361). If certain keywords are not included in their title, abstract, and keywords, their articles might not be retrieved through a narrow database search.

Although it is the authors’ responsibility to use well-recognized keywords, researchers producing systematic reviews should make every effort to retrieve as many relevant studies as possible. To this end, we used the asterisk as a wild card to capture different verb forms of “flip” (i.e., flip, flipping, and flipped) and “invert” (i.e., invert, inverting, and inverted). The asterisk also allowed the inclusion of both singular and plural forms of nouns (e.g., class and classes, classroom and classrooms). Furthermore, Boolean operators (i.e., AND and OR) were applied to separate each search term to increase the flexibility of our search strings. In this way, we were able to include some complicated expressions used in flipped classroom research, such as “Flipping the Statistics Classroom” (Kuiper et al. 2015 , p. 655). Table  3 shows the search strings that we used in the systematic reviews of flipped history education (Lo 2017 ), K-12 education (Lo and Hew 2017 ), and mathematics education (Lo et al. 2017 ).

Our search strings comprised two parts: (1) The instructional approach, and (2) the context. In the first part, “(flip* OR invert*) AND (class* OR learn*)” allowed us to capture different combinations of terms about flipped learning. In the second part, we used various search terms to specify the research contexts (e.g., K12 OR K-12 OR primary OR elementary OR secondary OR “high school” OR “middle school”) or subject areas (e.g., math* OR algebra OR trigonometry OR geometry OR calculus OR statistics) that we wanted. As a result, we were able to reach research items that had seldom been downloaded and cited.

However, upon completion of the systematic reviews in Table  3 , we realized that researchers might use other terms to describe the flipped classroom approach, such as “flipped instruction” (He et al. 2016 , p. 61). Therefore, we further included “instruction*” and “course*” in our search strings. Table  4 shows the improved search strings that we used in the systematics reviews of flipped health professions (Hew and Lo 2018 ) and engineering education (Lo and Hew 2019 ).

As a side note about the design of search strings, one researcher emailed me about our systematic review of flipped mathematics education (Lo et al. 2017 ). He told me that our review has missed his article, an experimental study of flipped mathematics learning. After careful checking, his study perfectly fulfilled all inclusive criteria for our systematic review. However, I could not find any variations of “mathematics” or other possible identifiers of subject areas (e.g., algebra, calculus, and statistics) in his title, abstract, and keywords. That is why we were unable to retrieve his article through database searching using our search string.

At this point, I still believe that the context part of our search string of flipped mathematics education (i.e., math* OR algebra OR trigonometry OR geometry OR calculus OR statistics) is broad enough to capture the flipped classroom research conducted in mathematics education. However, this search string cannot capture studies that do not describe their subject domain at all. Without this information, other readers would have no idea about where the work is situated within the broader field of flipped learning if they only scan the title, abstract, and keywords. Most importantly, this valuable piece of work cannot be retrieved in a database search. Other snowballing strategies, such as tracking the reference lists of reviewed studies (see Lo 2017 ; Wohlin 2014 for a review), should be applied to find these articles in future systematic reviews.

4.3 The Choice of Databases

In our systematic reviews, we performed our literature search across databases, such as Academic Search Complete, TOC Premier, and ERIC. For the systematic review of flipped health professions (Hew and Lo 2018 ), we further used databases of medicine education, including PubMed, PsycINFO, CINAHL Plus, and British Nursing Index. In my experience, there are relatively few documents about flipped learning in the ERIC database. For example, Fig. 1 shows that we obtained 1611 peer-reviewed journal articles (though not all articles were related to flipped learning) in Academic Search Complete using our search string of health professions, but only 14 in ERIC. This situation was similar to the systematic review of flipped engineering education by Karabulut-Ilgu et al. ( 2018 ), in which we only found two documents in ERIC. Therefore, flipped classroom research reviewers should not restrict their searches to this database.

The search outcome of flipped classroom research across databases in health professions (Hew and Lo 2018 , p. 4)

Apart from the aforementioned databases, other researchers (e.g., Lundin et al. 2018 ; O’Flaherty and Phillips 2015 ; Ramnanan and Pound 2017 ) have used the following databases in their systematic reviews of flipped learning: Cochrane library, EMBASE, Joanna Briggs Institute, Scopus, and Web of Science. In future systematic reviews, relevant databases need to be consulted. Researchers can follow existing reviews in their research field or consult librarians for advice on which databases to use.

4.4 Article Selection

After obtaining the search outcomes, we selected articles based on our inclusion and exclusion criteria. Other existing systematic reviews also develop criteria for article selection. However, they have a few constraints (Table  5 ) that reviewers may disagree and could significantly limit the number of studies included. As a result, the representativeness and generalizability of the reviews could be impaired. Researchers should thus provide strong rationales for their inclusion and exclusion criteria for article selection.

Taking a recent systematic review by Lundin et al. ( 2018 ) as an example, they reviewed the most-cited publications on flipped learning. They only included publications that were cited at least 15 times in the Scopus database. With such a constraint, 493 out of 530 documents were excluded in the early stage of their review. Only 31 articles were ultimately included in their synthesis. This particular criterion could block the inclusion of recently published articles because it takes time to accumulate a number of citations. The majority of the articles that they included were published in 2012 ( n  = 6), 2013 ( n  = 16), and 2014 ( n  = 5), with only a scattering of articles from 2000 ( n  = 1), 2008 ( n  = 1), and 2015 ( n  = 2). No documents after 2016 were included in their systematic review. The authors argued that citation frequency is “an indicator of which texts are widely used in this emerging field of research” (p. 4). However, further justification may help highlight the value of examining this particular set of documents instead of a more comprehensive one. They also have to provide a strong rationale for their 15+ citation threshold (as opposed to 10+ or other possibilities).

In our systematic reviews, we also added a controversial criterion for article selection, the definition of the flipped classroom approach. In my own conceptualization, “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa” (Lage et al. 2000 , p. 32). What traditionally takes place inside the classroom is instructor lecturing. Therefore, I agree with the definition of Bishop and Verleger ( 2013 ) that instructional videos (or other forms of multimedia materials) must be provided for students’ class preparation. For me, the use of pre-class videos is a necessary element for flipped learning, although it is not the whole story. Merely asking students to read text-based materials on their own before class is not a method of flipping. As one student of Wu et al. ( 2017 ) said, “Sometimes I couldn’t get the meanings by reading alone. But the instructional videos helped me understand the overall meaning” (p. 150). Using instructional videos, instructors of flipped classrooms still deliver lectures and explain concepts for their students (Bishop and Verleger 2013 ). Most importantly, this instructional medium can “closely mimic what students in a traditional setting would experience” (Love et al. 2015 , p. 749).

However, a number of researchers have challenged the definition provided by Bishop and Verleger ( 2013 ). For example, He et al. ( 2016 ) asserted that “qualifying instructional medium is unnecessary and unjustified” (p. 61). During the peer-review process, reviewers have also questioned our systematic reviews and disagreed with the use of this definition. In response to the reviewers’ concern, we added a section discussing our rationale for using the definition by Bishop and Verleger ( 2013 ). We also acknowledged that our systematic review “focused specifically on a set of flipped classroom studies in which pre-class instructional videos were provided prior to face-to-face class meetings” (Lo et al. 2017 , p. 50). Without a doubt, if instructors insist on “flipping” their courses using pre-class text-based materials only, they will not find our review very useful. Therefore, in addition to explaining the criteria for article selection, future systematic reviews should detail their review scope and acknowledge the limitations of reviewing only a particular set of articles.

4.5 Research Synthesis

The difficulty of the research synthesis is somewhat correlated to the number of studies to be analyzed. My research synthesis of flipped history education (Lo 2017 ) was not difficult. In this systematic review, I found only five empirical studies at the time of writing (June 2016). I first extracted the data on learning activities, learning outcomes, benefits, and challenges reported in the reviewed studies. These data were then organized and presented in a logical sequence (e.g., from pre-class to in-class). Similarly, Betihavas et al. ( 2016 ) also reviewed and identified themes from only five empirical studies of flipped nursing education. They focused on study characteristics, academic performance outcomes, student satisfaction, and challenges in implementing flipped classrooms. With a limited number of studies, Betihavas et al. ( 2016 ) were able to discuss the findings of each reviewed study in detail.

In contrast, synthesizing the findings of a large number of studies is challenging and time-consuming. In our systematic review of flipped mathematics education (Lo et al. 2017 ), we included and analyzed 61 empirical studies. We read through all of the texts, focusing particularly on the results/findings and discussion sections. One of our research objectives was to understand how the flipped classroom approach benefits student learning, and the challenges of flipping mathematics courses. Codes were assigned to pieces of data (i.e., the benefits and challenges reported in the reviewed studies). Thanks to previous efforts in flipped classroom research, we were able to adopt the frameworks by Kuiper et al. ( 2015 ) and Betihavas et al. ( 2016 ) as our initial analytic frameworks for benefits and challenges, respectively. Despite the large amount of data to be analyzed, these established frameworks made our research synthesis easier.

Taking the challenges of implementing flipped classrooms as an example, Betihavas et al. ( 2016 ) defined three kinds of challenges in their systematic review of flipped nursing education, namely (1) student-related challenges, (2) faculty challenges, and (3) operational challenges. This framework basically covered every aspect involved in implementing a flipped classroom. We therefore adopted this framework as our initial analytic framework for flipped mathematics education (Lo et al. 2017 ). With these three kinds of challenges defined as the major themes, all of the identified challenges were then organized into sub-themes (Table  6 ).

Furthermore, we quantified our thematic analysis by counting the number of studies that contributed to a theme. In this way, our findings could be more specific. Most importantly, such an analysis provided a foundation to develop our design principles to address these challenges. For example, the most-reported student-related challenge was students’ unfamiliarity with flipped learning. Therefore, our Principle 1 was to manage their transition to the flipped classroom. We recommended that instructors introduce students to (1) the rationale for flipped learning, (2) the potential benefits and challenges of this instructional approach, (3) the logistics of their flipped course, and (4) the tasks that students need to do (Lo et al. 2017 ).

This chapter shared some experiences of conducting systematic reviews of flipped classroom research. Table  7 recaps the recommendations for future systematic reviews. First, researchers can understand the current state of the literature and identify research gaps by conducting systematic reviews. Systematic reviews can inform future practice or examine the overall effect of instructional strategies.

This chapter discussed several practical aspects of systematic reviews such as literature search, article selection, and research synthesis. To identify relevant documents, researchers should design more flexible search strings using the asterisk and Boolean operators. Moreover, relevant databases should be consulted in the literature search. Researchers should also provide strong rationales for inclusion and exclusion criteria for article selection. Meanwhile, they should acknowledge any possible limitations of their review scope. For the research synthesis, researchers can adopt established frameworks as initial analytic frameworks. Finally, the thematic analysis can be quantified by counting the number of studies that contribute to a theme. Taking these recommendations into account, the quality of future systematic reviews can be improved.

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Lo, C.K. (2020). Systematic Reviews on Flipped Learning in Various Education Contexts. In: Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., Buntins, K. (eds) Systematic Reviews in Educational Research. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27602-7_8

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Industrial and Commercial Training

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Article publication date: 1 February 2016

The purpose of this paper is to explore a set of literature in order to clarify the flipped classroom methods (FCM) theoretical frameworks and to determine if the evidence shows improvements in learning for students in comparison with traditional teaching methods.

Design/methodology/approach

The paper took a literature review approach and explored five articles selected with specific criteria of being published within 2013-2014 and that used comparisons with flipped and traditional classroom methods that employed analysis of student assessment outcomes.

The paper shows inconsistent theoretical frameworks and inconclusive evidence of an improvement in assessment outcomes for students. It finds the research undertaken in the literature is limited in scope and suggests further research into the FCM is required to determine consistent theoretical frameworks and methods.

Research limitations/implications

The findings of the paper may be limited by the selection of literature reviewed and generalisability therefore researchers are encouraged to explore further.

Practical implications

The paper holds potential implications to question the consistency, validity and benefits of the flipped classroom.

Social implications

Many anecdotal articles herald the flipped classroom as a method of improving learning outcomes for students, however, academic literature suggests the evidence is inconclusive and there are implications on using educational methods based on technology.

Originality/value

The paper identifies the need for further research into the flipped classroom and supports the advancement of educational methodology.

• Flipped classroom
• Inverted classroom

Zuber, W.J. (2016), "The flipped classroom, a review of the literature", Industrial and Commercial Training , Vol. 48 No. 2, pp. 97-103. https://doi.org/10.1108/ICT-05-2015-0039

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A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states

An inverted method of teaching is an instructional model where traditional classroom activities take place before class while class time is devoted to discussion, problem-solving, and interaction among students. Flipped learning is a learner-centered and technology-driven approach that benefits from the inverted method of teaching. Recently, instructors have begun to employ innovative pedagogies like flipped learning approach, to change the conventional practices in vocational education as flipped learning gives them a chance for professional development. In order to find out the reasons of the improvement of vocational education through the use of flipped learning approach, this review examined the effect of the flipped learning approach on vocational learners’ cognitive skills and emotional states in earlier studies. The earlier investigations showed the significant effect flipped learning approach on vocational learners’ emotions, such as engagement, motivation, self-efficacy, and their cognitive skills, including critical thinking, problem-solving, learning skill, learning strategies, and communicative competence. However, this review implicated that flipped learning, as a type of blended learning, may be beneficial for learners, instructors, and students’ parents to be aware of this valuable learner-centered approach in vocational education.

Introduction

In recent years, educators have used the technological developments in education to create a more effective learning environment in which learning does not seem to be limited to the classroom environment and teachers may not be obliged to spend most of the class time delivering lectures; instead, they can have tutorial roles while students can also take different roles and be more actively involved in the learning process ( Tan et al., 2017 ). One of the instructional models that follows this technology-related learning approach is flipped learning because it utilizes technological tools, including recorded lessons and videos, to create more engaging experiences for learners. The concept of flipped learning is that the teacher-student roles are changed in a way that the amount of direct instruction presented by the teacher during class time is minimized while the cooperative and collaborative contribution of students to the teaching process is maximized in class ( Sams and Bergmann, 2013 ). Flipped classroom involves assigning what is traditionally done in the classroom as homework, and the homework is then completed in class; Instead of listening to a lecture in the class and doing homework at home, students watch video lectures and complete what has traditionally been known as homework in class under the guidance of the instructor ( Baker, 2000 ). Flipped learning is a pedagogical approach that transforms direct instruction from the group learning space into a dynamic, interactive learning environment where the teacher guides students while applying concepts and engaging in the subject matter ( MacKinnon, 2015 ; Teo et al., 2022 ). The goal of the flipped classroom is to maximize face-to-face time with students and instructional materials, which help increases students’ knowledge ( Bull et al., 2012 ). The need for integrating technology in education as an innovation, motivates instructors and institutions, in the last years, to search for new educational methods that fit the needs of the current student profile ( Al-Rahmi et al., 2021 ). A crucial stage of education is vocational education, which prepares some students for the labor market ( Pambudi and Harjanto, 2020 ). Flipped Learning is particularly relevant in vocational education, which focuses on learning by doing and applying knowledge in a real setting ( Hwang et al., 2015 ). In vocational learning, there is an even greater need for teachers and trainers to teach practice, rather than theory ( Antonietti et al., 2022 ). According to CEDEFOP (European Centre for the Development of Vocational Training), vocational education is “the education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labor market” ( European Centre for the Development of Vocational Training (Cedefop), 2014 ). The flipped classroom approach, therefore, is favored in vocational education as it allows for valuable face-to-face time for practical applications and a more personalized experience for learners. Flipped learning can help educators by moving the theoretical content outside the classroom, and using class time for practical activities ( Marshall and Kostka, 2020 ). Innovative models such as flipped learning can help improve the quality of vocational education, motivate students, and thus reduce the number of dropouts ( Lai et al., 2020 ).

The flipped classroom approach offers the opportunity to move away from theory-based summative assessment methods to more practical activities and assessments based on developing students’ real-world skills ( Fleischmann, 2021 ). Since, in vocational education, students learn by doing, the flipped classroom approach could give teachers more face-to-face time with their students to focus on work-orientated scenarios ( Persky and McLaughlin, 2017 ).

Vocational education aims to cultivate students’ integrated ability to use English and to cultivate professional talents for society ( Li, 2021 ). With the development of information technology, many new types of teaching models appear in the reformation, one of which is flipped classroom. Based on constructivism theory and modern information technology, flipped classroom teaching has gained more and more attention. This paper has researched the application of flipped classrooms in vocational education in order to provide relatively novel insights for teachers. Exploration in this field can help educators in many aspects of the classrooms to find new approaches to become more effective teachers and accordingly make a practical learning setting for increasing learners’ achievement in vocational contexts.

Literature review

The concept of flipped learning approach.

Nowadays, technology is regarded as one of the most significant components of education. Based on von Lindeiner-Stráský et al. (2020) , perspective, the growth of technology has radically changed instruction and education. They stated that the integration of technology into educational contexts, makes teachers re-evaluate their use of methodology to attain their objectives and improve learning effectiveness. Aiming to enhance learners’ achievements in educational contexts, the method known as a flipped classroom has drawn the attention of many researchers (e.g., Cheng P. W. et al., 2019 ; Jang and Kim, 2020 ; Tsai and Wu, 2020 ; Zou, 2020 ; Yulian, 2021 ). Durak (2018) declared that flipped learning approach, as a prominent approach, is highly useful in the integration of technology into education to increase success. Sajid et al. (2016) considered flipped learning one of the blended learning approaches. They asserted that blended learning is the combination of two instruction modes, e-learning and didactic (face-to-face) teaching. However, they maintained that blended learning is more traditional, while flipped learning is more digital. Collaborative and cooperative learning as two distinct methods can also be integrated into flipped learning approaches ( Erbil, 2020 ). Utilization of the cooperative and collaborative learning methods in a flipped classroom environment is at a development stage, and there are no clear data regarding its results ( Munir et al., 2018 ). However, the existing research has concluded that utilizing cooperative learning methods in a flipped classroom environment has a positive impact on students’ academic success levels ( Zhang, 2018 ).

Flexible environment, learning culture, intentional content, and professional educator is regarded as the four pillars of flipped learning. Their purpose is to provide a practical roadmap for adopting the flipped learning approach ( Sailsman, 2021 ). Hamden and McKnight (2013) stated that flipped classrooms allow a variety of learning modes; educators often physically rearrange their learning space to accommodate the lesson or unit, which might involve group work, independent study, research, performance, and evaluation. Having a flexible environment, the students do not feel tense and nervous and do not need to rush to get every detail in a compact lecture, rather based on the flexibility, the students feel free to get help from their peers or consult the teacher whenever they want ( Demirel, 2016 ). Instead of being a passive object of teaching, the students are actively involved in their learning process and have the chance to participate in each step. Therefore, learners’ culture has been changed by the advent of flipped learning ( Chivata and Oviedo, 2018 ). Hamden and McKnight (2013) pointed out that “educators use intentional content to maximize classroom time in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery, or Socratic methods, depending on grade level and subject matter” (p. 15). Professional educators as another pillar of flipped learning decide on the content, adapt the materials, choose the strategies, and maximize classroom interaction time ( Bauer-Ramazani et al., 2016 ).

Agustini et al. (2021) pointed out that flipped learning is an appropriate approach to learning. In flipped learning approach, learners voluntarily and actively study the materials pre-class, and then other learning activities such as discussions, corporation, problem-solving, and practices are carried out during class time ( Jung et al., 2018 ). Belmonte et al. (2019) stated that the pre-class self-learning phase brings the contents (previously prepared by the teachers) to learners’ private space, and learners can use web-based social media and technologies with the help of videos and related exercises out of the class. They pointed out that flipped learning approach encourages flexibility, both time (contents can be viewed as many times as necessary and at any occasion), and space (they can be viewed anywhere). They also asserted that in-class activities can be devoted to group activities during class time. Moreover, Rahman et al. (2020) pointed out that the flipped learning approach inverts teachers’ and students’ responsibilities in classrooms. Students are required to actively plan their learning process and interact with peers and teachers to acquire knowledge in the classroom.

Therefore, the shift of material consignment to the outside of the class and using the class time for higher-level activities like applying and examining the earlier learned materials are the primary components of flipped learning approach ( Yilmaz and Baydas, 2017 ). Villalba et al. (2018) asserted that flipped learning approach, with its blended learning nature, shifts tasks traditionally executed in classrooms to external environments. Park et al. (2018) also compared passive instruction in traditional classrooms with flipped classrooms and highlighted the active role of students in the flipped classrooms as a student-centered participatory context. They also compared flipped classrooms and flipped learning. They mentioned that flipped classrooms create courses, texts, or lectures that can be viewed or read at the student’s pace, and flipped learning refers to the combination of in-class or face-to-face education with online learning.

Hinojo et al. (2019) stated that flipped learning approach turns the learner into an autonomous agent, who can significantly outperform observational, cognitive, and higher-order tasks. Based on Bloom’s revised Taxonomy, flipped learning approach provides an opportunity for learners to use active learning strategies both in and outside classroom ( Jensen et al., 2015 ). Therefore, flipped learning approach is a pedagogical approach that encourages students’ active participation, promotes support from teachers, and peers to handle homework, and allows more free time in class ( Guo, 2019 ). Flipped learning approach has been useful for different stakeholders, including learners, teachers, and parents. The following table includes some studies leading support on this issue.

Flipped Learning is based on a number of theoretical foundations. The first foundation is blended learning which transforms the lecture from class into online delivery and uses face-to-face class time ( Abeysekera and Dawson, 2015 ). The second one is constructivism theory ( Bruner, 1960 ), which indicates that learning occurs when a student works either with a more skilled adult or peer to solve problems that are just beyond her/his actual abilities ( Jantakoon and Piriyasurawong, 2018 ). The core principles of constructivism are the followings: (1) learning is self-centered and self-directed; (2) learning is an active rather than passive endeavor; and (3) the instructor’s role is to foster critical reflection and facilitate the application and deeper understanding of new concepts ( Aljohani, 2017 ). In constructivism, “knowledge is actively constructed by the learner, not passively received from the outside. Learning is something done by the learner, not something that is imposed on the learner” ( Sjøberg, 2010 , p. 3). The flipped learning approach supported by the constructivist theory should enable learners to engage in communicating, imaginative, and collaborative activities during knowledge construction ( Kim and Bonk, 2006 ), and this approach requires learners to be active constructors of knowledge and use cooperative and collaborative learning, to reflect and, lastly, gain meaningful learning experiences in order to enhance their learning ( Erbil, 2020 ). Vygotsky’s theory of mediation in digital learning is another theoretical construct of this review. Based on this theory, technology can be related to psychological and cognitive states. According to Zidoun et al. (2019) , education programs should consider the role and impact of technological developments on learning. The concept of technological mediation, inspired by Vygotsky’s (1986) theory of tool mediation, aims to gain insight into the ways in which technology actively co-shapes the relation between people and the world through various mediating effects. De Boer et al. (2018) explain that this understanding of technological mediation emphasizes “the primacy of the relatedness between emotional states of people, technologies, and the world” (p. 300). And the last foundation is active learning ( Lemmer, 2013 ), which emphasizes student activity and engagement in the learning process ( Prince, 2004 ).

Recently, flipped learning has received a lot of attention in vocational and technical education. Flipped learning can help teachers and learners by moving the theoretical content outside the classroom, and using class time for practical activities. Innovative models such as flipped learning can help improve the quality of vocational education, motivate students, and thus reduce the number of dropouts.

The notion of vocational education

Vocational education, as a type of education that highlights mastering skills to work, is to promote professional training and practically improve the skills of employees ( Lai et al., 2020 ; Suharno et al., 2020 ). Vocational education is a combination of theory and practice in a balanced manner with an orientation to the readiness of its graduates. According to Papadakis et al. (2021) , vocational education differs from general education mainly in terms of the focus on the dimension of the practical application of the knowledge provided to students. Vocational education was established against the background of the industry’s need for a professional workforce ( Finlay et al., 1999 ). Billett (2011) stated that the aim of vocational education, from the traditional perspective, was to prepare learners for working. However, this aim becomes broader nowadays. He maintained that vocational education is one of the educational institutions that have a significant impact on the enhancement of human resources.

Djohar (2007) stated that from a school perspective, vocational education teaches people how to work effectively. An individual, learning how to work, will acquire vocational education, both at the secondary and post-secondary levels. As its ultimate goal, vocational education helps the students work in certain fields, and master their field competencies in the world of work following the education ( Daly and Lewis, 2020 ). Another objective of vocational education is to reduce unemployment by equipping the graduates so they can compete with the provision of hard skills and soft skills ( Tandirerung and Vitalocca, 2017 ). Higher vocational and technical teachers in vocational education are mainly to cultivate professional learners needed for vocational education ( Ye et al., 2022 ). Nonetheless, vocational high school learners are needed to attend internships before they graduate from school despite the fact that the learning progression through firms is characterized by uncertainties that can undermine goal pursuit and subsequent attainment ( Hong et al., 2021 ).

The need for the development of vocational learning concepts, in the era of the knowledge-based working world, is very urgent and essential ( Utami, 2018 ). Suharno et al. (2018) asserted that the proper implementation of vocational education results in industrial development in a country. According to him, vocational learning is to develop basic competencies, indicators of competency achievement, learning objectives, learning media, learning methods, and learning strategies. He also declared that establishing these schools can lead to the welfare of the local community. He declared that a country should pay more attention to the development of vocational education, and the stakeholders should realize the nature of this education. Therefore, it is accountable for the quality of training experts in numerous fields ( Belovitskay et al., 2021 ).

Based on Widiatna (2019) , the domain of the learning process, especially in vocational education, must include cognitive (knowledge), psychomotor (skills), and affective (attitude). Many vocational high school teachers currently use traditional approaches of instruction, in which the role of teachers is significant, and students are only good listeners in the classroom ( Basori, 2018 ). However, by the emergence of technologies, instruction has been positively affected ( Rabiman et al., 2020 ). In the current digital era, technology is very significant in the growth of vocational education ( Krismadinata et al., 2020 ). Teachers, involved in blended learning processes in vocational education, tend to adopt different approaches to teaching and learning designs ( Bliuc et al., 2012 ). The learning approach in the widely used blended learning environment is flipped learning ( Thai et al., 2017 ). In addition to accommodating in a blended learning environment, flipped classroom has an impact on better student learning outcomes ( Hao and Lee, 2016 ).

The role of flipped learning approach in vocational education

The flipped learning approach is a form of learning approach that can apply in vocational education. In order to examine the effect of flipped learning in job-based education terms of learners’ cognitive and emotional states, this conceptual review scrutinizes some recent studies on this issue. Some studies have been done on the effect of flipped learning on job-based learners’ cognitive skills and achievements. Bhagat et al. (2016) investigated higher vocational learners’ learning mathematics concepts in a flipped classroom. The quasi-experiment results indicated that learners who used the flipped classroom approach had higher mathematics achievements than the control group, which used a conventional teaching approach. In addition, low-achieving students in flipped classrooms had higher mathematics achievement scores than students in the control groups. They argued that flipped learning approach can engage in higher-order thinking activities. Singh et al. (2017) studied the effect of flipped learning on Technical and Vocational Education and Training (TVET) students. They found that flipped learning enriched learning environment with well-planned learning lesson plans. Park (2018) studied the effect of flipped classrooms on vocational learners in the field of radiology. They found that knowledge, skills, and attitudes in flipped classrooms improved. Moreover, they found that vocational learners improved their responsibility, problem-solving ability, creative thinking, cooperative ability, and communication ability through flipped learning approach. Dong (2018) , in his study, revealed that flipped learning approach enables economic and management learners in vocational education to advance in studying and practicing. He argued that integrating the project-type teaching of the flipped classroom requires learners to take proactive measures before class and actively devote themselves to the learning of new knowledge. If vocational learners have an incomprehensible problem in their course, flipped classrooms provide opportunities for learners to record their problem and discuss it with their classmates or teachers in class. He also found that flipped classrooms have special designs, in which deeply link between learners and the working process occurs, and flipped classrooms provide learners a context for applying theory to practice. Bahramnejad Jouryabi (2019) investigated the effectiveness of flipped classroom model on lower-level and higher-level groups of students’ academic achievement in a vocational high school. Their study indicated that higher-level learners outperformed compared to their lower level counterparts. They indicated that learners’ level of proficiency is considered an influencing factor in the successful implementing of EFL flipped classrooms. Chen and Hwang (2020) explored the influence of concept mapping-based flipped learning on vocational learners’ listening-speaking strategy, learning achievement, and their critical thinking awareness. They found that concept mapping-based flipped learning has a positive and significant influence on EFL learners’ English speaking performance and critical thinking awareness. Yorganci (2020) investigated the effect of E-learning, blended learning, and flipped learning approaches on mathematics achievement. He found that the mathematics achievement of students in flipped classroom was significantly higher than those of the students of E-learning and blended learning. Montaner-Villalba (2021) examined how students, in tertiary education, perceived ESP academic writing skills within the field of Business English in flipped classrooms. Using a questionnaire and a focus group interview, he proved that students’ perceptions towards academic ESP written competence, using Business English, within the Flipped Learning approach was positive.

Some studies have been done on the effect of flipped learning on vocational learners’ emotional states. Xin-yue (2016) explored the motivation of Chinese vocational learners in flipped classrooms. His study revealed that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. He recommended the incorporation of periodic rotation within the class, addition of certain teacher-led instruction, and informal evaluation with group members to help further improve the teaching/learning outcome of the flipped classroom approach. States. Lai et al. (2020) examined the impact of team-based flipped learning classes on vocational high school learners’ learning achievement and motivation who majored in business management. They used team-based groups in flipped classrooms, which require collaboration, and they focus more on the time management and quality control throughout the learning task. Students were required to watch the 30-min videos on their own time before class. When the class began, students had 20 min to apply the knowledge learned in the lecture videos. However, in the control group, the didactic method with small group discussion was used. Both experimental and control groups took the achievement pre-test and the revised Motivational Strategies Learning Questionnaire (MSLQ) 1 week before the experiment. Students were required to complete the post-test and the same MSLQ immediately after the experiment. The findings of the study showed that using flipped learning approach significantly affects vocational high school learners’ learning performance and motivation. The vocational high school learners in the flipped classes had better discussion quality than those in the traditional groups. In other words, vocational learners in the team-based flipped classrooms presented more from economics perspectives and analyzed the questions systematically. In terms of vocational learners’ performance, Cheng L. et al. (2019) undertook a literature review to evaluate the overall effect of the flipped classroom on student learning outcomes. This meta-analysis compared flipped classrooms with traditional classrooms, and they found the results were significantly in favor of the flipped classroom approach.

Yu et al. (2019) , studying nursing students, suggested that the flipped classroom is more effective for the nursing students’ skill competence than traditional teaching in China. Li et al. (2020) compared the effect of the flipped classroom using massive open online course (MOOC) and lecture-based learning on Chinese nursing students’ theoretical scores. In MOOC-based flipped classrooms, students were required to choose proper video for self-learning toward the predominant objective of developing their learning effectiveness. They found that nursing students outperformed in MOOC-based-flipped classroom. They justified their results by arguing that flipped classrooms stimulate active learning. Moreover, their study revealed that flipped classrooms provide learners the opportunities to understand content at their own pace while perusing online materials. They also asserted that classroom tasks are intended to allow students to focus on applying the content to better understand the materials being taught. These activities can be completed individually or in peer teams, thus shifting the teacher’s role from the source of knowledge to the promoter of student learning. Furthermore, they argued that in flipped approach, class time is allocated to students to use, analyze, and assess their knowledge. Therefore, the flipped classrooms can enhance students’ motivation, satisfaction, academic performance, and engagement in vocational education.

Yorganci (2020) compared the effect of flipped learning, E-learning, and blended learning approaches on the vocational learners’ performance, self-regulation, and self-efficacy majoring in mathematics. He employed Mathematics Achievement Test, Barnard et al.’s (2009) Online Self-Regulated Learning Questionnaire, and Umay’s (2001) Mathematics Self-Efficacy Scale in his study. His findings showed that flipped learning approach significantly increases learners’ self-regulation, performance, and self-efficacy. He argued that the increased sense of competence of students in flipped learning classes inspires them to solve more demanding problems, and it is an essential factor in math performance due to the convenience of online learning resources at any time for supplementary tasks. He also maintained that web-based courses in flipped learning settings give more opportunities to students to deal with high-level cognitive procedures and to process the information they acquired. Regarding the effect of flipped learning on self-efficacy, he stated that flipped learning approach increases learners’ self-efficacy, which boosts vocational learners’ effort in their actions. He stated that the development of self-efficacy, in flipped classrooms, can improve vocational learners’ behavior, since learners can better use cognitive strategies to have effective learning. He also justified the effect of flipped learning approach on vocational learners’ self-regulation by arguing that flipped learning approach activates learners in their vocational education, allows them to regulate their acquired experiences in multiple ways, and creates learning, and provides them an opportunity to obtain a strong learning mechanism in which they can put the acquired information into real life by reiterating and they can monitor their thinking process. His study implicated that the usage of flipped learning approach in mathematics courses has a positive effect on the learning process of students.

Lo et al. (2021) investigated the effect of flipped and traditional learning approaches on vocational high school students’ learning achievement and learning strategies. The participants of their study were learners majored in electrical engineering, and they employed learning strategy scale of students in vocational high schools as the instrument. Moreover, the students’ scores on the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. Their study showed the effectiveness of flipped learning approach in fostering learners’ learning achievement in the electronics course. They also indicated that flipped classrooms enable vocational high school learners to further improve their learning strategies, including learning motivations, self-evaluation, and problem solving. They argued that learners with lower scores in flipped classrooms can simply ask their peers for information on notions they did not comprehend, whereas, learners, with higher scores, found teaching peers helpful for their learning, and this help them review and elucidate their notions. Therefore, discussions in the flipped classrooms enhance learners’ problem-solving. Their study also showed that flipped learning approach can provide the foundation of learners’ self-regulation learning, which fosters learners’ motivation and allows learners to follow a better academic performance. They also found that flipped classrooms can improve learners’ achievement in their performance in long-term training.

Belovitskay et al. (2021) also declared that the application of the flipped learning approach can improve the forms and methodology of the educational activity to foster vocational education and develop future competitive professionals in the field of agriculture. Vocational learners may, either independently or through direct interaction with the teacher in the classroom, or with the use of e-learning and distance learning technologies, determine the topics to learn. They stated that flipped learning approach creates conditions for learners to use and manage the information effectively. Moreover, they pointed out that flipped learning approach offers professional identification by future specialists. However, the use of flipped learning approach in vocational education helps instructors to monitor the flipped classes and learners’ self-control, and to evaluate learning outcomes by establishing educational activities with face-to-face and e-learning technologies. They mentioned that flipped learning approach provides more interaction and more feedback in face-to-face sessions among learners. They also asserted that flipped classrooms provide opportunities for instructors to store the results of the educational process in electronic form. Their study also showed that flipped learning approach in vocational education provides educational conditions for the growth of learners’ critical and flexible thinking, and inspires them to seek knowledge and educational material. Papadakis et al. (2021) , in their action research, found that using the flipped approach as a blended learning model within the classroom with the use of technology, can solve some drawbacks of the traditional educational process to improve the quality of teaching and facilitate of learning in vocational education. Using LAMS as a platform in flipped classrooms, they found that integrating flipped learning in vocational education can provide diversity, skills, and abilities among vocational learners and can equip them with the necessary knowledge for their professional rehabilitation. They asserted that flipped classrooms offer reusable sequences of learning activities through LAMS, with an observed enhancement of their active involvement in the learning process. They also maintained that flipped classrooms strengthen the interaction and communication community between the students and teacher, and promote collaboration between team members. Flipped learning approach enables the operative management of teaching time within the classroom due to the reversal of the educational process. Jularlark et al. (2021) found that learning management in flipped educational contexts improves learner engagement and enhances learner knowledge in vocational education. Their study revealed that brainstorming and collaboration on creating a workpiece are the advantages of using the flipped approach in vocational education. Al Mamun et al. (2022) , in their study, revealed that flipped learning approach can deal the challenges of complex educational applications in different fields of engineering education.

To be able to keep up with the rapid advances in technology, the subsequent change in the instructional methodologies, and at the same time to hold the learners’ attention who are bored with the traditional book, and pencil classes, teachers have to update themselves, and use the latest accessible approaches. The flipped learning approach, as one of the pedagogical approaches, can be employed to advance learners’ performance. This review delved into the effect of flipped learning approach on vocational education. The earlier studies showed that flipped learning approach can enhance learners’ positive emotions such as motivation ( Yu et al., 2019 ; Lai et al., 2020 ). The studies revealed that learners are motivated to do in-class discussions in flipped classrooms. This upsurge in student motivation could be a result of student satisfaction with their experiences of flipped learning. Moreover, the previous literature indicated the significant and positive effect of flipped learning on learners’ level of self-efficacy and emotion regulation ( Yorganci, 2020 ; Fan and Wang, 2022 ). It can be concluded that flipped learning can provide the students with more than expected opportunities for success. The studies on self-efficacy and flipped classes highlighted positive attitudes because of the satisfaction derived from meeting basic cognitive needs such as a sense of competence, autonomy and social interaction ( Ha et al., 2019 ). This could result in an increase in self-efficacy, especially in technology-integrated classes where students are claimed to have become autonomous, self-regulated and self-confident through participation and interactions in a technology-enhanced learning environment ( Yang, 2017 ; Namaziandost et al., 2018 ; Han and Wang, 2021 ). Moreover, flipped learning can improve learner engagement ( Yu et al., 2019 ; Jularlark et al., 2021 ). Positive collaboration, as well as peer teaching and learning, were particularly encouraged through the flipped approach, as were increased enjoyment, participation, and improved student-teacher relationships ( Xie and Derakhshan, 2021 ). Moreover, vocational learners’ cognitive skills, including critical thinking ( Bhagat et al., 2016 ; Belovitskay et al., 2021 ), problem-solving ( Park, 2018 ; Lo et al., 2021 ), creative thinking ( Park, 2018 ), learning skill ( Cheng P. W. et al., 2019 ; Lai et al., 2020 ), learning strategies ( Lo et al., 2021 ), and communicative knowledge ( Park, 2018 ; Belovitskay et al., 2021 ) can be influenced by flipped learning. Earlier studies showed that flipped learning is a present and future learning that needs to be mastered by the teaching staff, therefore it is necessary to develop learning activities related to flipped classrooms.

Implications

This review has some pedagogical implications for learners, teachers, and students’ parents. Learners can take advantage of the current review in various ways. For example, they can identify their learning strategies, and act based on their strategies, in accordance with flipped classrooms. They can ask instructors to provide materials that they like and matches their learning strategies in flipped classrooms in order to increase engagement, creative thinking, motivation, and critical thinking. At the same time, they can practice extending their preferences to be able to take more advantage of the presented materials.

Vocational educators and teachers can develop new and customized ways to foster the flipped model effectiveness in their teaching context, and they can modify it based on teachers’ and students’ needs. A flipped classroom may bring many benefits for teachers. It helps them to quit the traditional ways of teaching, and effectively apply the new approaches to teaching. Technology can free up the teacher to move towards a non-synchronous student-centered learning environment where each student receives an individualized education program.

Vocational teachers are supposed to be aware of the rules and regulations of flipped learning approach. This awareness can help teachers to use effective strategies in order to use this teaching approach. They need to develop digital expertise to provide immediate feedback, adequate guidance, strong support throughout the flipped instruction, and to build interconnectivity between pre-class materials and in-class tasks, based on the flipped approach. Indeed, teachers who are not trained in constructivist approaches may not be interested in utilizing flipped learning approach in their teaching programs. Therefore, it is recommended that the administrators provide training courses for teachers to acknowledge the flipped classroom paradigms, and help them to use this approach with confidence. Moreover, teachers should be given ample opportunities to observe some experienced teachers who often flip their instruction. Also, administrators should be aware of educational needs, and try to support these needs in any way possible. Secondly, employing flipped learning approach requires time optimization, and it is best done gradually. For this purpose, teachers can flip a few lessons at first steps, and then try to cover a term or entire academic year. They should know how to optimize time to develop activities, especially student-centered activities, instead of spending their time lecturing. Teachers can help students to deal with various learning activities, so they will reach stability. It will be recommended for teachers to use flipped learning approach to help students become self-aware of how they deal with classroom activities, and understand the main target of the activity. The teachers should teach students to be self-aware in order to understand the difficulties they encounter.

In flipped classrooms, teachers can use remote collaborative learning activities to make a little more thought and preparation than in-person ones, but they are equally rewarding. Moreover, they can use classroom debates, and they can appoint learners to represent two sides of a timely or controversial issue, and have them present arguments defending their position. In addition, they can employ breakout discussions, and have students discuss a question, issue, or problem. At the end of the session, they can have each group report on their conclusions. They can also use jigsaw activities by breaking the class up into groups of four or five students. They can have each group member research a different issue or component of the broader subject. During class time, they can have them come together and share their findings. They are recommended to employ seminars in their flipped classrooms, and they can get students to take turns leading a class discussion on a topic they have researched. Moreover, to reduce learners’ workload, sufficient time should be given to learners in the pre-class phase, whereas learning strategies, and time-management training should be provided to maximize learners’ time use. Teachers can manage the class time and learner engagement regularly to arouse motivation. They are required to decrease learners’ anxiety and disengagement, and they need to increase learners’ motivation irrespective of educational problems in vocational contexts to enrich learner skills. They should talk to learners about their internal, and external motivation in online contexts to be aware of learners’ personality traits which help them to engage enthusiastically in flipped learning contexts.

Suggestions for further research

Further research could find how technological advances could make flipped classroom experiences more challenging and engaging in vocational education. Some positive emotional constructs, such as learner enjoyment, well-being, pedagogical love, resilience, and grit ( Wang et al., 2021 ), are suggested to be investigated among learners in vocational education. Moreover, the effect of flipped learning approach on these emotional construct is required to be examined in contexts like vocational education. Future research is also needed to find the effects of well-structured flipped classes versus ill-structured ones on learners’ learning, using various educational designs and strategies. Future research should be devoted to the effect of gender, socio-economic background, age on vocational learners’ academic achievement and emotional states in flipped classrooms. Furthermore, the effect of flipped learning approach on the proficiency level of vocational learners in different academic fields should be highlighted for the future. In addition, conducting case and phenomenological investigations, provides a good starting point for a discussion on the reasons behind the effectiveness of flipped learning in vocational learners’ cognitive skills and affective states. Finally, it is helpful to see more research on the teacher’s role in the classroom when the class is flipped. All of these ideas for further research would be good ways to extend our understanding of flip classrooms in vocational education.

Author contributions

The author confirms being the sole contributor of this work and has approved it for publication.

Conflict of interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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