The use of flipped classrooms in higher education: A scoping review

By Jacqueline O'Flaherty, Craig Phillips. Internet and Higher Education, 2015

2,040 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/46e50356b77d2b856a5854464665dbd7fa1a3467

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Citations in the corpus

The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, methodology): “The use of digital technology, both inside and outside the classroom, is a common feature of the flipped class (O’Flaherty and Phillips, 2015).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “This approach has recently received much research attention (Albert and Beatty, 2014; Kim, Kim, Khera, and Getman, 2014; O’Flaherty and Phillips, 2015).”
The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research (2019, neutral): “Video lectures, text-based materials, and online exercises/quizzes are usually provided to facilitate students' preclass learning (Bishop & Verleger, 2013; Lo, Hew, & Chen, 2017; O'Flaherty & Phillips, 2015).”
Are first year students ready for a flipped classroom? A case for a flipped learning continuum (2019, background): “The flipped (or inverted) classroom is a blended learning approach that reverses the traditional university teaching and learning model (O’Flaherty & Phillips, 2015).”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “…previous reviews on flipped classroom effectiveness and utilization in higher education (e.g., Bishop & Verleger, 2013; DeLozier & Rhodes, 2017; O'Flaherty & Phillips, 2015) offer a limited depth of evidence regarding the opportunities (e.g., offering time flexibility, interacting…”
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, background): “O'Flaherty and Phillips (2015) suggested that some academic domains may be better suited to apply FTC, as studies in different domains reported positive and negative student perceptions of FTC.”
The flipped classroom: supporting a diverse group of students in their learning (2019, methodology): “…results in better performance because previous studies seldom were specific about which flipped approach, in terms of theoretical foundations or conceptual frameworks, or combination of types of ‘blended’ learning activities, was used or most effective (O’Flaherty and Phillips 2015; Thai et al.”
The flipped classroom: A review of its advantages and challenges (2018, background): “O'Flaherty and Phillips (2015) included studies that were only conducted at the level of higher education.”
A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research (2017, background): “…previous reviews (e.g., Bernard 2015; Betihavas et al. 2016; Bishop and Verleger 2013; Chua and Lateef 2014; Giannakos et al. 2014; O’Flaherty and Phillips 2015; Presti 2016; Seery 2015; Zainuddin and Halili 2016; Zuber 2016), we knew that flipped classroom approach enables teachers to spend…”
THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, background): “O’Flaherty and Phillips (2015) conducted a scoping review of the use of flipped classrooms in higher education.”