Abstract
Various systematic reviews were conducted to provide a valuable insight into the flipped classroom research trend. However, these reviews ignored the examination of the flipped classroom studies with regard to the information system (IS) theories or models. Based on the previous assumption, the main objective of this study is to review and synthesize the flipped classroom studies related to the IS theories or models based on 15 articles that were published between 2014 and 2018. The significant findings indicated that evaluating the students’ and teachers’ perceptions towards the usage of the flipped classroom was the main research purpose among all the analyzed studies. Besides, questionnaire surveys were regarded as the dominant method for data collection. Additionally, most of the analyzed flipped classroom articles achieved positive research outcomes. Moreover, the Technology Acceptance Model (TAM) was found as the most common model used for examining the students’ and academics’ acceptance of the flipped classroom. Furthermore, the majority of the analyzed flipped classroom research articles were conducted in China, followed by Turkey, Taiwan, and Malaysia, respectively. To that end, the results of this study deepen our knowledge and understanding of the flipped classroom studies related to the IS theories or models and enlarge our picture regarding the beneficial trends for future work.
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Analysis of flipped classroom studies related to various IS theories or models
No. | Study | Year | Country | Discipline | Sample | Model | Method | Purpose of the study | Outcomes |
---|---|---|---|---|---|---|---|---|---|
RP-1 | [16] | 2017 | Malaysia | Built environment | Undergraduate students | TAM + TTF | Survey | To examine students’ usage of FC with the embedded TAM and TTF model | Positive results. Encourage to use FC |
RP-2 | [35] | 2018 | China | IT | Secondary School Students | TAM | Survey | To investigate the impact of the flipped classroom on students’ acceptance of programming | Positive results. Encourage to use FC |
RP-3 | [36] | 2017 | China | Marxist principles | Teachers | UTAUT and Connected Classroom Climate (CCC) | Survey | To examine a model that integrates the (UTAUT) and (CCC) in FC instructional model | Positive results. Encourage to use FC |
RP-4 | [37] | 2017 | Turkey | Not specified | University Students | TD | Survey | To investigate the structural relationships among the community of inquiry, transactional distance perception, and motivation | Positive results with certain exceptions |
RP-5 | [38] | 2017 | China | Statistical learning | University Students | TAM | Survey, individual interviews, and focus groups | To investigate the students’ acceptance of the statistics learning platform | Positive results. Encourage to use FC |
RP-6 | [39] | 2017 | Taiwan | English language | University Students | TAM | Survey, semi-structured interview, and focus groups | To explore the benefits of the flipped classroom model for learners of English as a Foreign Language | Positive results. Encourage to use FC |
RP-7 | [40] | 2018 | Germany | Project management | University Students | TAM | Survey | To present an evaluation instrument to assess the learning quality of flipped classroom courses | Neutral results. Attention needs to be paid to improve the model |
RP-8 | [41] | 2017 | Bangkok | Management information system | University Students | TAM | Survey | To examine the antecedents of engagement intention after using the flipped classroom | Positive results. All groups accepted the technology |
RP-9 | [42] | 2017 | China | Not specified | Secondary School students | TAM | Survey | To examine the students’ technology acceptance, learning motivation, and self-efficacy in FC | All groups accepted the new learning system |
RP-10 | [15] | 2017 | Taiwan | Not specified | University Students | TAM | Not specified | To examine the effectiveness of a flipped oral training instructional design incorporating LINE, based on the evaluation of how mobile-assisted flipped learning affected EFL learners’ attitudes in light of TAM | Neutral, negative, and positive results have been gained when using different technologies |
RP-11 | [9] | 2017 | USA | Water and civilization | University Students | TAM | Interview | To examine the instructors’ and students’ attitudes towards their teaching and learning experiences in the FC sections | Positive results. Improving students’ skills in problem solving and collaboration |
RP-12 | [43] | 2014 | Malaysia | English language | University Students | TAM | Survey | To examine the students’ perceptions towards the use of LMS at the Defence University | Negative results. LMS may become a burden to the students in their learning process. |
RP-13 | [44] | 2016 | Japanese | Educational studies | University Students | TAM | Survey | To identify the contents and structure of learners’ perceived usefulness of “flipped learning” | Positive results. It enhances the effectiveness of the FC |
RP-14 | [45] | 2018 | Turkey | IT | University Students | TAM | Open-ended Questions | To encourage the integration of Web 2.0-supported flipped learning in the LMS course and to provide the views of students regarding the model | Positive results. Findings indicated that flipped learning helps the students in sharing ideas and information with peers. It generates an active teaching-learning environment |
RP-15 | [46] | 2014 | China | Educational studies | University Students | TAM | Survey | To explore the students’ achievement emotion in the flipped classroom setting | The students’ achievement tends to be positive |
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Al-Maroof, R.A., Al-Emran, M. (2021). Research Trends in Flipped Classroom: A Systematic Review. In: Al-Emran, M., Shaalan, K., Hassanien, A. (eds) Recent Advances in Intelligent Systems and Smart Applications. Studies in Systems, Decision and Control, vol 295. Springer, Cham. https://doi.org/10.1007/978-3-030-47411-9_15
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