Students learning engagement in the flipped classroom: Systematic literature review
DOI:
https://doi.org/10.21831/jitp.v11i3.70562Keywords:
Learning engagement, Flipped classroom, Students'' engagementAbstract
The flipped classroom offers greater flexibility and meaningfulness in learning activities. Students have more space and time to construct their knowledge and skills freely. However, the presence of students in learning activities does not necessarily guarantee that students are actively engaged in creating their expertise and skills. This study conducts a systematic literature review to investigate effective strategies to ensure students' learning engagement in flipped classrooms and factors that hinder students' learning engagement. It was performed following the Kitchenman and Charter's rules and strategies. The review covered 47 articles that were published between 2018-2023. The significant findings indicated that effective strategies used to ensure and enhance students' learning engagement in the flipped classroom are gamification, providing immediate feedback, timely guidance, working in groups, scaffolding, peer coaching, user-friendly technology, learning videos with a short duration, assignments before in-class session, reflective-thinking strategy, self-regulated learning, and guided questions. Additionally, supporting materials for pre-class sessions, working in groups with the same students, doing the same activities repeatedly, low level of self-regulation, long duration and low quality of learning videos, students' perception toward the roles of the lecturer and lecturer's communicative skills can hinder students from engaging in learning activities. Therefore, when implementing a flipped classroom, the lecturers should facilitate and ignite students' learning needs and interests. Moreover, using user-friendly digital technology is essential to create an atmosphere that encourages students' engagement either in pre-class, in-class, or after-class.References
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Investigating the effects of the flipped classroom model on Omani EFL learners' motivation level in English speaking performance. Education and Information Technologies, 24(5), 2975–2995. https://doi.org/10.1007/s10639-019-09911-5
Akí§ayır, G., & Akí§ayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Alebrahim, F., & Ku, H.-Y. (2020). Perceptions of student engagement in the flipped classroom: A case study. Educational Media International, 57(2), 128–147. https://doi.org/10.1080/09523987.2020.1786776
Al-Emran, M., Shaalan, K., & Hassanien, A. E. (Eds.). (2021). Recent advances in intelligent systems and smart applications. Springer.
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017–1051. https://doi.org/10.1007/s11423-019-09718-8
Antonis, K., Lampsas, P., Katsenos, I., Papadakis, S., & Stamouli, S.-M. (2023). Flipped classroom with teams-based learning in emergency higher education: Methodology and results. Education and Information Technologies, 28(5), 5279–5295.
https://doi.org/10.1007/s10639-022-11339-3
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(61), 1-26. https://doi.org/10.1186/s41239-023-00430-5
Bates, D., & Ludwig, G. (2020). Flipped classroom in a therapeutic modality course: Students' perspective. Research and Practice in Technology Enhanced Learning, 15(18), 1-15.
https://doi.org/10.1186/s41039-020-00139-3
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Borit, M., & Stangvaltaite"Mouhat, L. (2020). GoDental! Enhancing flipped classroom experience with game"based learning. European Journal of Dental Education, 24(4), 763–772. https://doi.org/10.1111/eje.12566
Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., & Williams, H. T. P. (2019). Student engagement and wellbeing over time at a higher education institution. PLOS ONE, 14(11), 1-20. https://doi.org/10.1371/journal.pone.0225770
Burkhart, S. J., Taylor, J. A., Kynn, M., Craven, D. L., & Swanepoel, L. C. (2020). Undergraduate students experience of nutrition education using the flipped classroom approach: A descriptive cohort study. Journal of Nutrition Education and Behavior, 52(4), 394–400. https://doi.org/10.1016/j.jneb.2019.06.002
Chakraborty, M., & Nafukho, F. M. (2014). Strengthening student engagement: What do students want in online courses? European Journal of Training and Development, 38(9), 782–802. https://doi.org/10.1108/EJTD-11-2013-0123
Chen, M. A., Hwang, G., & Chang, Y. (2019). A reflective thinking"promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288–2307. https://doi.org/10.1111/bjet.12823
Cole, P. G., & Chan, L. K. S. (1994). Teaching Principles and Practice. Prentice Hall.
Czaplinski, I., & Fielding, A. L. (2020). Developing a contextualised blended learning framework to enhance medical physics student learning and engagement. Physica Medica, 72, 22–29. https://doi.org/10.1016/j.ejmp.2020.03.010
Dixson, M. D. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4), 1–15. https://doi.org/10.24059/olj.v19i4.561
Doo, M. Y., & Bonk, C. J. (2020). The effects of self"efficacy, self-regulation and social presence on learning engagement in a large university class using flipped Learning. Journal of Computer Assisted Learning, 36(6), 997–1010. https://doi.org/10.1111/jcal.12455
Durrani, U. K., Al Naymat, G., Ayoubi, R. M., Kamal, M. M., & Hussain, H. (2022). Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education? The International Journal of Management Education, 20(1), 100595. https://doi.org/10.1016/j.ijme.2021.100595
Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. British Journal of Educational Technology, 49(3), 479–491. https://doi.org/10.1111/bjet.12553
Fang, J., Vong, J., & Fang, J. (2022). Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree. Journal of Education for Business, 97(2), 76–85. https://doi.org/10.1080/08832323.2021.1890539
Gonda, D., PavloviÄová, G., Tirpáková, A., & ÄŽuriÅ¡, V. (2021). Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination. Sustainability, 13(15), 8668. https://doi.org/10.3390/su13158668
Gu, J., Tang, L., Liu, X., & Xu, J. (2022). Promoting pre-service teacher students' learning engagement: Design-based research in a flipped classroom. Frontiers in Psychology, 13, 810275. https://doi.org/10.3389/fpsyg.2022.810275
Guo, J. (2019). The use of an extended flipped classroom model in improving students' learning in an undergraduate course. Journal of Computing in Higher Education, 31(2), 362–390. https://doi.org/10.1007/s12528-019-09224-z
Ha, A. S., O'Reilly, J., Ng, J. Y. Y., & Zhang, J. H. (2019). Evaluating the flipped classroom approach in Asian higher education: Perspectives from students and teachers. Cogent Education, 6(1), 1638147. https://doi.org/10.1080/2331186X.2019.1638147
Hava, K. (2021). The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Educational Research, 8(1), 379–394. https://doi.org/10.17275/per.21.22.8.1
He, J. (2020). Construction of "three-stage asynchronous" instructional mode of blended flipped classroom based on Mobile learning platform. Education and Information Technologies, 25(6), 4915–4936. https://doi.org/10.1007/s10639-020-10200-9
Ho, J. (2020). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(5), 421–435. https://doi.org/10.1080/17501229.2019.1614185
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 1-22. https://doi.org/10.1016/j.jclepro.2021.129318
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Hussain, S., Jamwal, P. K., Munir, M. T., & Zuyeva, A. (2020). A quasi-qualitative analysis of flipped classroom implementation in an engineering course: From theory to practice. International Journal of Educational Technology in Higher Education, 17(43), 1-19. https://doi.org/10.1186/s41239-020-00222-1
Iswandari, A. (2022). A student engagement in a virtual class by FLIP learning application. LINGUA : JURNAL ILMIAH, 18(01), 86–101. https://doi.org/10.35962/lingua.v18i01.119
Jung, H., Park, S. W., Kim, H. S., & Park, J. (2022). The effects of the regulated learning-supported flipped classroom on student performance. Journal of Computing in Higher Education, 34(1), 132–153. https://doi.org/10.1007/s12528-021-09284-0
Kay, R., MacDonald, T., & DiGiuseppe, M. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449–471. https://doi.org/10.1007/s12528-018-9197-x
Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: An experience in a level one statistics unit. Journal of University Teaching and Learning Practice, 15(3), 27–46. https://doi.org/10.53761/1.15.3.3
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Keele University and Durham University.
Lai, H.-M., Hsieh, P.-J., Uden, L., & Yang, C.-H. (2021). A multilevel investigation of factors influencing university students' behavioral engagement in flipped classrooms. Computers & Education, 175, 104318. https://doi.org/10.1016/j.compedu.2021.104318
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
Lewis-Kipkulei, P., Singleton, J., Small Singleton, T., & Davis, K. (2021). Increasing student engagement via a combined roundtable discussion and flipped classroom curriculum model in an OT and special education classroom. Cogent Education, 8(1), 1-18. https://doi.org/10.1080/2331186X.2021.1911284
Li, Z., & Li, J. (2022). Using the flipped classroom to promote learner engagement for the sustainable development of language skills: A mixed-Methods Study. Sustainability, 14(10), 5983. https://doi.org/10.3390/su14105983
Lin, L.-C., Hung, I.-C., Kinshuk, & Chen, N.-S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course. Educational Technology Research and Development, 67(6), 1573–1591. https://doi.org/10.1007/s11423-019-09698-9
Ling, E. W. M., Li, C. Y. Y., & Deni, A. R. M. (2019). Promoting student engagement using flipped classroom in large introductory financial accounting class. Proceedings of the 2019 3rd International Conference on Education and E-Learning, 61–66.
https://doi.org/10.1145/3371647.3371658
Lo, C. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta"analysis of 10 years of research. Journal of Engineering Education, 108(4), 523–546. https://doi.org/10.1002/jee.20293
Loveys, B. R., & Riggs, K. M. (2019). Flipping the laboratory: Improving student engagement and learning outcomes in second year science courses. International Journal of Science Education, 41(1), 64–79. https://doi.org/10.1080/09500693.2018.1533663
Mahalli, M., Sakdiyah, K., & Rosdiana, A. (2023). The implementation of hybrid learning at Islamic University of Nahdlatul Ulama (UNISNU) Jepara. Journal of Education and Learning, 13(1), 111-122. https://doi.org/10.5539/jel.v13n1p111
Malik, Z. A., Khan, S. S., & Maqsood, M.-. (2018). Exploring the relationship between student engagement and new pedagogical approaches. Journal of Educational Technology Systems, 47(2), 170–192. https://doi.org/10.1177/0047239518788281
Merrill, M. D. (2013). First principles of instruction: Assessing and designing effective, efficient, and engaging instruction. Pfeiffer.
Ng, L.-K., & Lo, C.-K. (2022). Flipped classroom and gamification approach: its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14(9), 1-23. https://doi.org/10.3390/su14095428
Nguyen, L. T. T., & Wang, Q. Y. (2017). A literature review of designing flipped classroom to engage students. International Journal of Social Media and Interactive Learning Environments, 5(2), 164-179. https://doi.org/10.1504/IJSMILE.2017.087643
Nissa, K., Ginting, P., & Wahyuni, R. (2023). Flipped classroom method and collaborative writing via google documents to improve students' participation and writing performance in higher education. Jurnal As-Salam, 7(2), 184–194. https://doi.org/10.37249/assalam.v7i2.668
Nugraheni, B. I., Surjono, H. D., & Aji, G. P. (2022). How can flipped classroom develop critical thinking skills? A literature review. International Journal of Information and Education Technology, 12(1), 82–90. https://doi.org/10.18178/ijiet.2022.12.1.1590
Pan, Y., & Mow, G. L. (2023). Study on the impact of gamified teaching using mobile technology on college students' learning engagement. International Journal of Emerging Technologies in Learning (iJET), 18(14), 66–77. https://doi.org/10.3991/ijet.v18i14.41207
Pasaribu, T. A., & Wulandari, M. (2021). EFL teacher candidates' engagement in mobile-assisted flipped classroom. Turkish Online Journal of Distance Education, 22(3), 1–18. https://doi.org/10.17718/tojde.961774
Rajaram, K. (2019). Flipped classrooms: Providing a scaffolding support system with real-time learning interventions. Asian Journal of the Scholarship of Teaching and Learning, 9(1), 30–58. https://www.researchgate.net/publication/333613309_Flipped_Classrooms_Providing_a_Scaffolding_Support_System_with_Real-time_Learning_Interventions
Ridha, M. (2021). Interaksi dan implikasinya terhadap optimalisasi capaian kompetensi pembelajaran daring. Kwangsan: Jurnal Teknologi Pendidikan, 9(2), 153-166. https://doi.org/10.31800/jtp.kw.v9n2.p153--166
Ruiz, C. G. (2021). The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: The student perspective. Journal of Spanish Language Teaching, 8(1), 63–78. https://doi.org/10.1080/23247797.2021.1913832
Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden expectations behind the promise of the flipped classroom. College Teaching, 66(2), 49–59. https://doi.org/10.1080/87567555.2016.1189392
Smiderle, R., Rigo, S. J., Marques, L. B., Peí§anha De Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students' learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(3), 1-11. https://doi.org/10.1186/s40561-019-0098-x
Souksakhone Sengsouliya, Sithane Soukhavong, Nieo Silavong, & Sengsouliya, S. (2020). An investigation on predictors of student academic engagement. https://doi.org/10.5281/ZENODO.3603513
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481
Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. B., & Chen, W. S. (2020). Tracing EFL students' flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305–316. https://doi.org/10.1080/14703297.2019.1574597
Sudiarti, D., Ashilah, N. M., & Nurjanah, U. (2023). Implementation of flipped learning with flipbook media assistance on learning outcomes and critical thinking abilities. Jurnal Inovasi Teknologi Pendidikan, 10(4), 385–394. https://doi.org/10.21831/jitp.v10i4.58191
Talan, T., & Selvinc, G. (2019). The effect of a flipped classroom on students' achievements, academic engagement and satisfaction levels. Turkish Online Journal of Distance Education, 20(4), 31–60. https://doi.org/10.17718/tojde.640503
Tomas, L., Evans, N. (Snowy), Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(5), 1-22. https://doi.org/10.1186/s41239-019-0135-4
Wahyuningsih, S., & Afandi, M. (2023). Using blended learning in the EFL classroom during the COVID-19 pandemic in Indonesia: A narrative inquiry. International Journal of Learning, Teaching and Educational Research, 22(3), 209–224. https://doi.org/10.26803/ijlter.22.3.13
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students' motivation and academic performance: The mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1), 1-9. https://doi.org/10.1080/10872981.2020.1742964
Xu, L.-J., Yu, S.-Q., Chen, S.-D., & Ji, S.-P. (2021). Effects of the flipped classroom model on student performance and interaction with a peer-coach strategy. Educational Studies, 47(3), 292–311. https://doi.org/10.1080/03055698.2019.1701991
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085
Yılmaz, F. G. K. (2022). An investigation into the role of course satisfaction on students' engagement and motivation in a mobile"assisted learning management system flipped classroom. Technology, Pedagogy and Education, 31(1), 15–34. https://doi.org/10.1080/1475939X.2021.1940257
Yoon, M., Hill, J., & Kim, D. (2021). Designing supports for promoting self-regulated learning in the flipped classroom. Journal of Computing in Higher Education, 33(2), 398–418. https://doi.org/10.1007/s12528-021-09269-z
Yu, Z., & Gao, M. (2022). Effects of video length on a flipped English classroom. SAGE Open, 12(1), 1-14. https://doi.org/10.1177/21582440211068474
Zain, F. M., & Sailin, S. N. (2020). Students' experience with flipped learning approach in higher education. Universal Journal of Educational Research, 8(10), 4946–4958. https://doi.org/10.13189/ujer.2020.081067
Downloads
Published
How to Cite
Issue
Section
License
The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions
 | Jurnal Inovasi Teknologi Pendidikan by http://journal.uny.ac.id/index.php/jitp is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. |
