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O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet & Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002
Summary:
There is increasing
pressure for Higher Education institutions to undergo transformation, with
education being seen as needing to adapt in ways that meet the conceptual needs
of our time. Reflecting this is the rise of the flipped or inverted classroom.
The purpose of this scoping review was to provide a comprehensive overview of
relevant research regarding the emergence of the flipped classroom and the
links to pedagogy and educational outcomes, identifying any gaps in the
literature which could inform future design and evaluation. The scoping review
is underpinned by the five-stage framework Arksey and O'Malley. The results
indicate that there is much indirect evidence emerging of improved academic
performance and student and staff satisfaction with the flipped approach but a
paucity of conclusive evidence that it contributes to building lifelong
learning and other 21st Century skills in under-graduate education and
post-graduate education.
Evaluation:
I like the idea of the filled classroom. This article provides evidence that the flipped classroom can improve academic performance for students.
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