The use of flipped classrooms in higher education: A scoping review
The use of flipped classrooms in higher education: A scoping review
复制标题
DOI：
10.1016/j.iheduc.2015.02.002
复制
发表时间：
2015-04-01
影响因子：
8.6
通讯作者：
Phillips, Craig
中科院分区：
文献类型：
--
作者：
O'Flaherty, Jacqueline;Phillips, Craig
高等教育机构面临着越来越大的转型压力，教育被视为需要适应我们这个时代的概念需求。翻转课堂的兴起反映了这一点。这项范围审查的目的是提供一个关于翻转课堂出现的相关研究的全面概述，以及与教学法和教育成果的联系，确定文献中的任何空白，这些空白可以为未来的设计和评估提供信息。Arksey和O'Malley提出了五阶段框架，为范围评估提供了基础。结果表明，有很多间接证据表明，翻转教学方法提高了学生的学习成绩，提高了学生和教职员工的满意度，但缺乏确凿证据表明，它有助于在本科教育和研究生教育中培养终身学习和其他21世纪技能。(C) 2015爱思唯尔公司版权所有。
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. (C) 2015 Elsevier Inc. All rights reserved.