How to advance our understanding of flipped learning: Directions and a descriptive framework for future research

Chung Kwan LO, Gwo-Jen HWANG

Research output: Contribution to journalArticles

2 Citations (Scopus)

Abstract

With the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning. Copyright © 2018 Hong Kong Bao Long Accounting And Secretarial Limited. All Rights Reserved.
Original languageEnglish
Pages (from-to)441-454
JournalKnowledge Management and E-Learning
Volume10
Issue number4
DOIs
Publication statusPublished - Dec 2018

Citation

Lo, C. K., & Hwang, G.-J. (2018). How to advance our understanding of flipped learning: Directions and a descriptive framework for future research. Knowledge Management and E-Learning, 10(4), 441-454. doi: 10.34105/j.kmel.2018.10.027

Keywords

  • Flipped learning
  • Flipped classroom
  • Inverted classroom
  • Descriptive framework
  • Future research

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