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Recent Advances in Intelligent Systems and Smart Applications pp 253–275Cite as

Research Trends in Flipped Classroom: A Systematic Review

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Part of the book series: Studies in Systems, Decision and Control ((SSDC,volume 295))

Abstract

Various systematic reviews were conducted to provide a valuable insight into the flipped classroom research trend. However, these reviews ignored the examination of the flipped classroom studies with regard to the information system (IS) theories or models. Based on the previous assumption, the main objective of this study is to review and synthesize the flipped classroom studies related to the IS theories or models based on 15 articles that were published between 2014 and 2018. The significant findings indicated that evaluating the students’ and teachers’ perceptions towards the usage of the flipped classroom was the main research purpose among all the analyzed studies. Besides, questionnaire surveys were regarded as the dominant method for data collection. Additionally, most of the analyzed flipped classroom articles achieved positive research outcomes. Moreover, the Technology Acceptance Model (TAM) was found as the most common model used for examining the students’ and academics’ acceptance of the flipped classroom. Furthermore, the majority of the analyzed flipped classroom research articles were conducted in China, followed by Turkey, Taiwan, and Malaysia, respectively. To that end, the results of this study deepen our knowledge and understanding of the flipped classroom studies related to the IS theories or models and enlarge our picture regarding the beneficial trends for future work.

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Author information

Authors and Affiliations

  1. Department of English Language, Al Buraimi University College, Al Buraimi, Oman

    Rana A. Al-Maroof

  2. Department of Information Technology, Al Buraimi University College, Al Buraimi, Oman

    Mostafa Al-Emran

Authors
  1. Rana A. Al-Maroof
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  2. Mostafa Al-Emran
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Corresponding author

Correspondence to Rana A. Al-Maroof .

Editor information

Editors and Affiliations

  1. Department of Information Technology, Al Buraimi University College, Al Buraimi, Oman

    Mostafa Al-Emran

  2. Faculty of Engineering and IT, The British University in Dubai, Dubai, United Arab Emirates

    Khaled Shaalan

  3. Faculty of Computers and Artificial Intelligence, Cairo University, Giza, Egypt

    Aboul Ella Hassanien

Appendix

Appendix

Analysis of flipped classroom studies related to various IS theories or models

No.

Study

Year

Country

Discipline

Sample

Model

Method

Purpose of the study

Outcomes

RP-1

[16]

2017

Malaysia

Built environment

Undergraduate students

TAM + TTF

Survey

To examine students’ usage of FC with the embedded TAM and TTF model

Positive results. Encourage to use FC

RP-2

[35]

2018

China

IT

Secondary School Students

TAM

Survey

To investigate the impact of the flipped classroom on students’ acceptance of programming

Positive results. Encourage to use FC

RP-3

[36]

2017

China

Marxist principles

Teachers

UTAUT and Connected Classroom Climate (CCC)

Survey

To examine a model that integrates the (UTAUT) and (CCC) in FC instructional model

Positive results. Encourage to use FC

RP-4

[37]

2017

Turkey

Not specified

University Students

TD

Survey

To investigate the structural relationships among the community of inquiry, transactional distance perception, and motivation

Positive results with certain exceptions

RP-5

[38]

2017

China

Statistical learning

University Students

TAM

Survey, individual interviews, and focus groups

To investigate the students’ acceptance of the statistics learning platform

Positive results. Encourage to use FC

RP-6

[39]

2017

Taiwan

English language

University Students

TAM

Survey, semi-structured interview, and focus groups

To explore the benefits of the flipped classroom model for learners of English as a Foreign Language

Positive results. Encourage to use FC

RP-7

[40]

2018

Germany

Project management

University Students

TAM

Survey

To present an evaluation instrument to assess the learning quality of flipped classroom courses

Neutral results. Attention needs to be paid to improve the model

RP-8

[41]

2017

Bangkok

Management information system

University Students

TAM

Survey

To examine the antecedents of engagement intention after using the flipped classroom

Positive results. All groups accepted the technology

RP-9

[42]

2017

China

Not specified

Secondary School students

TAM

Survey

To examine the students’ technology acceptance, learning motivation, and self-efficacy in FC

All groups accepted the new learning system

RP-10

[15]

2017

Taiwan

Not specified

University Students

TAM

Not specified

To examine the effectiveness of a flipped oral training instructional design incorporating LINE, based on the evaluation of how mobile-assisted flipped learning affected EFL learners’ attitudes in light of TAM

Neutral, negative, and positive results have been gained when using different technologies

RP-11

[9]

2017

USA

Water and civilization

University Students

TAM

Interview

To examine the instructors’ and students’ attitudes towards their teaching and learning experiences in the FC sections

Positive results. Improving students’ skills in problem solving and collaboration

RP-12

[43]

2014

Malaysia

English language

University Students

TAM

Survey

To examine the students’ perceptions towards the use of LMS at the Defence University

Negative results. LMS may become a burden to the students in their learning process.

RP-13

[44]

2016

Japanese

Educational studies

University Students

TAM

Survey

To identify the contents and structure of learners’ perceived usefulness of “flipped learning”

Positive results. It enhances the effectiveness of the FC

RP-14

[45]

2018

Turkey

IT

University Students

TAM

Open-ended Questions

To encourage the integration of Web 2.0-supported flipped learning in the LMS course and to provide the views of students regarding the model

Positive results. Findings indicated that flipped learning helps the students in sharing ideas and information with peers. It generates an active teaching-learning environment

RP-15

[46]

2014

China

Educational studies

University Students

TAM

Survey

To explore the students’ achievement emotion in the flipped classroom setting

The students’ achievement tends to be positive

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Al-Maroof, R.A., Al-Emran, M. (2021). Research Trends in Flipped Classroom: A Systematic Review. In: Al-Emran, M., Shaalan, K., Hassanien, A. (eds) Recent Advances in Intelligent Systems and Smart Applications. Studies in Systems, Decision and Control, vol 295. Springer, Cham. https://doi.org/10.1007/978-3-030-47411-9_15

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