The link between flipped and active learning: a scoping review.
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| Title: | The link between flipped and active learning: a scoping review. |
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| Authors: | Li, Rita1 Rita.Li@usn.no, Lund, Andreas2, Nordsteien, Anita3 |
| Source: | Teaching in Higher Education. Nov2023, Vol. 28 Issue 8, p1993-2027. 35p. |
| Subject Terms: | *Active learning, *Pedagogical content knowledge, *Activity programs in education, *Experiential learning, *Interactive learning |
| Abstract: | Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13562517 |
| DOI: | 10.1080/13562517.2021.1943655 |
