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Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research

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Digital Technologies: Sustainable Innovations for Improving Teaching and Learning

Abstract

Recent technical and infrastructural developments posit flipped (or inverted) classroom approaches ripe for exploration at all levels of formal education. Flipped classroom approaches have students use technology to access lectures and other instructional-oriented resources outside the classroom, in order to engage them in active learning during in-class time. Scholars and educators have reported a variety of outcomes of a flipped approach to teaching and learning; however, the lack of a summary from these empirical studies prevents stakeholders from having a clear view of the benefits and challenges of this teaching strategy. The purpose of this chapter is to provide a review of the flipped classroom approach in order to summarize the findings and guide future studies. Thirty-seven peer-reviewed articles were collected from a systematic literature search and analyzed based on a categorization of their main elements. The results of this survey show the direction of flipped classroom research during recent years and the most common technologies, subject domains, evaluation methods, and pedagogical designs; in addition, our study summarizes the benefits and challenges of adopting a flipped approach in the classroom. Suggestions for future research include: describing in detail the flipped approach, performing controlled experiments, and triangulating data from diverse sources. These future research efforts will allow us to better indicate which aspects and ingredients of a flipped classroom work better and under which circumstances and student groups. The findings will ultimately allow us to form best practices and a unified framework for guiding/assisting educators who want to adopt this teaching style.

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Notes

  1. 1.

    http://www.educause.edu/library/resources/2014-horizon-report.

  2. 2.

    Critical Appraisal Skills Programme (CASP) Systematic Review Checklist: http://media.wix.com/ugd/dded87_a02ff2e3445f4952992d5a96ca562576.pdf.

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Acknowledgments

The first and second author’s contribution in this work has been funded by the Research Council of Norway under the project FUTURE LEARNING (number: 255129/H20) and the Centre for Excellent IT Education (Excited—http://www.ntnu.edu/excited). The third author’s contribution in this work is part of Curtin’s contribution to the “STORIES—Stories of Tomorrow: Students Visions on the Future of Space Exploration” project under the European Commission’s Horizon 2020 Program, H2020-ICT-22-2016-2017 “Information and Communication Technologies: Technologies for Learning and Skills” (Project Number: 731872). This document reflects the views only of the authors, and it does not represent the opinion of the Research Council of Norway, the European Commission or Curtin University. The Research Council of Norway, the European Commission, and Curtin University cannot be held responsible for any use that might be made of its content.

Author information

Authors and Affiliations

  1. Department of Computer Science, Norwegian University of Science and Technology (NTNU), Trondheim, Norway

    Michail N. Giannakos & John Krogstie

  2. Department of Digital Systems, University of Piraeus, Piraeus, Greece

    Demetrios Sampson

  3. School of Education, Curtin University, Bentley, WA, Australia

    Demetrios Sampson

Authors
  1. Michail N. Giannakos
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  2. John Krogstie
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  3. Demetrios Sampson
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Corresponding author

Correspondence to Michail N. Giannakos .

Editor information

Editors and Affiliations

  1. Department of Digital Systems, University of Piraeus, Piraeus, Greece

    Demetrios Sampson

  2. Learning, Design and Technology, University of Mannheim, Mannheim, Baden-Württemberg, Germany

    Dirk Ifenthaler

  3. Department of Learning Technologies, University of North Texas, Denton, Texas, USA

    J. Michael Spector

  4. Institute for Teaching & Learning Innovation (ITaLI), The University of Queensland, St. Lucia, Queensland, Australia

    Pedro Isaías

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Giannakos, M.N., Krogstie, J., Sampson, D. (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. In: Sampson, D., Ifenthaler, D., Spector, J., Isaías, P. (eds) Digital Technologies: Sustainable Innovations for Improving Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-73417-0_2

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  • DOI: https://doi.org/10.1007/978-3-319-73417-0_2

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