A systematic review of research on the flipped learning method in engineering education

By A. Karabulut-Ilgu, N. J. Cherrez, C. Jahren. British Journal of Educational Technology, 2018

502 citations recorded by the source corpus.

Abstract: The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering. [ABSTRACT FROM AUTHOR]

Subfields: Biomedical Engineering, Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/fff09830212c03407fee191cec1841bb8a296b50

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Citations in the corpus

A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings (2020, background): “Among the reviewed articles, these features were highlighted in Bicen and Beheshti (2019), Shyr and Chen (2018), Wang and Qi (2018), and Wang, An, and Wright (2018).”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “Another review was conducted by Karabulut-Ilgu, Cherrez, and Jahren (2018) in engineering education.”
The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research (2019, background): “Karabulut-Ilgu et al. (2018) identified several benefits of the flipped classroom across studies in engineering education. First, flexibility is a frequently reported benefit. The students in a study by Ossman and Bucks (2014), for example, reported Received: 11 April 2018 Revised: 3 March 2019 Acce”
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, background): “Some have found that studies of the flipped classroom tend to report increased satisfaction and improvement in examination results or course grades (Akçayır & Akçayır, 2018; Brewer & Movahedazarhouligh, 2018; Karabulut-Ilgu et al., 2018), but the evidence is at least partly anecdotal (Bishop & Verle”