Effectiveness of the Flipped Classroom Strategy in Learning Outcomes (Bibliometric Study)

Thuraya Sulaiman AL-Shabibi, Mohammed Abdul-Karim Al-Ayasra

Abstract


The aim of this study is to explore the effectiveness according to the flipped classroom strategy in learning outcomes. To achieve this, the descriptive method of "bibliometric analysis" was used. It analyzed (233) scientific studies and evaluated them in a critical manner in light of the study questions, within the range of eight years (2012-2019) in order to identify the variables that these studies sought to investigate on the strategy, its impact on those variables, and the justification behind its positive impact. The study results reveal that the flipped classroom can provide students with a more interactive environment that will lead to higher learning achievement and better preparation for 21st century learning and work environments. Many of the studies targeted by the present study have analyzed the advantages and privileges of this strategy and the importance of its application in different stages of education because of its obvious results in improving the range of learning outcomes. In view of its findings, the study recommended an expansion of teachers' use of the flipped classroom strategy because of its positive impact in learning outcomes. It also suggested conducting studies on the reasons behind the lack of a clear positive impact of the strategy in some studies.

https://doi.org/10.26803/ijlter.18.3.6


Keywords


strategy, flipped classroom, survey, bibliometric study.

Full Text:

PDF

References


Abdul Ber, A. M. (2017). A proposed program based on inverted learning to develop the components of the mathematical structure and motivation towards learning among the female teacher students in the kindergarten stage. Journal of Mathematics Education, 20(8), 6- 56.

Adhuwaykh, N. (2013). Educational teaching method for schools: The Concept of Flipped Classroom. Retrieved on 20/1/2016 from: http://aljubailtoday.com.sa/2013/10/10/31871.html

Al-Kahili, I. S. (2015). Effectiveness of flipped classroom in education. Almadinat Almunwrat: Dar Alzaman.

AL-Kurd, A. A. (2017). Impact of Using Flipped Classrooms on Developing the Skill of Mathematical Problem Solving and Mathematical Communication among Female Ninth Graders in Gaza. Unpublished M.A. thesis, Islamic University, Gaza.

Ashami, Kh. M. (2018). The Effectiveness of Using the Flipped Learning Strategy to Acquire Physics Concepts among Grade 9 Students and their Attitudes Toward Learning. Unpublished M.A. thesis, Al-Bayt University, Jordan.

Asherman, A. A. (2015). Blended Learning and Flipped Learning. Jordan: Dar almasirah.

Azahrani, A. M. (2015). Effectiveness of the Flipped Classroom Strategy in Developing the Level of Cognitive Achievement of the E-Learning Course Among the Students of the Faculty of Education, King Abdulaziz University. Journal of the Faculty of Education, 162(1), 1-30.

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington; ISTE. doi.org/10.1177/073989131401100120

Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. Paper presented at the 120th ASEE Annual Conference & Exposition, 23-26/ 6/ 2013, Atlanta, Georgia.

Bormann, J. (2014). Affordances of Flipped Learning and its Effects on Student Engagement and Achievement. Unpublished M.A. thesis, University of Northern IOWA.

Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [10 March 2018] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

Eid, S. M. (2017). The Effectiveness of the Flipped Classroom Strategy in Teaching Science Teaching Methods Course for Developing the Academic Achievement and the Attitudes Toward Science Teaching Among Female Student Teachers. Journal of Faculty of Education, 33(8), 267-334.

Hamdallah, A. F. (2016). The Impact of Using Flipped Learning Strategy in Developing Inductive Thinking among Grade 8 Students in the Arabic Grammar Course. Unpublished M.A. thesis, Middle East University, Jordan.

Hawas, N. Y. (2015). Effectiveness of using the flipped classroom strategy in developing classroom interaction skills to teach Arabic grammar for second grade students. Arab Studies in Education and Psychology, (62), 249-277.

Ibrahim, A. M. (2017). The effectiveness of teaching general science course using the flipped classroom strategy in the developing cognitive achievement and the scientific added value among Faculty of Education students. Journal of Educational and Psychological Sciences, 18(4), 423- 471.

Johnson, J. & Walvoord, E. (1998). Effective Grading: A tool for learning and assessment. San Francisco: Jossey-Bass.

Lundin, M., Rensfeldt, A. B., Hillman, T., Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: a systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, doi.org/10.1186/s41239-018-0101-6.

Shurair, M. N. (2017). Effectiveness of employing an educational environment based on the flipped classroom in developing grammar and students’ attitudes towards it among grade 9 students in Gaza. Unpublished MA, Islamic University, Palestine.

Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in Open and Distributed Learning, 17(3), 313- 340. doi.org/10.19173/irrodl.v17i3.2274

Zohi, N. (2014). What is Inverted Learning (Flipped Classroom)?. Retrieved on 20/1/2016, from: http://www.new-educ.com/outils-et-applications-de-la-classe-inversee.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493