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LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00005260naa a2200337 4500
001oai:gup.ub.gu.se/269104
003SwePub
008240528s2018 | |||||||||||000 ||eng|
0247 a https://gup.ub.gu.se/publication/2691042 URI
0247 a https://doi.org/10.1186/s41239-018-0101-62 DOI
040 a (SwePub)gu
041 a eng
042 9 SwePub
072 7a ref2 swepub-contenttype
072 7a for2 swepub-publicationtype
1001 a Lundin, Mona,d 1976u Gothenburg University,Göteborgs universitet,Linnécentret for forskning om lärande (LinCS),Institutionen för pedagogik, kommunikation och lärande,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS),Department of Education, Communication and Learning4 aut0 (Swepub:gu)xnimon
2451 0a Higher education dominance and siloed knowledge: a systematic review of flipped classroom research
264 c 2018-05-24
264 1b Springer Science and Business Media LLC,c 2018
520 a This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources (‘flips’) followed by high-quality, in-class teaching and learning activities. However, only a few attempts have been made to review the knowledge of the field of interest more systematically. This article seeks to address this problem and investigates what constitutes the research on flipped classrooms and, in particular, to examine the knowledge contributions with the field so far in relation to the wider research topic of educational technology. This review found that the current state of flipped classrooms as a field of interest is growing fast, with a slight conference preference and a focus on higher education and STEM (science, technology, engineering and math) area contributions, with the US as the predominant geographical context. It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact beyond the two clusters of general education/educational technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are relatively siloed and fragmented and have yet to stabilise. Academically and socially, the research is quite scattered, and only local evidence and experiences are available. The knowledge contributions within this field of interest seem to be anecdotal rather than systematically researched. To a large extent, the research lacks anchoring in, for example, learning theory or instructional design known from educational technology traditions and which would have helped much of the flipped classroom research to examine aspects of the flipped classroom approach more fully.
650 7a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe
650 7a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng
7001 a Bergviken Rensfeldt, Annika,d 1969u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Linnécentret for forskning om lärande (LinCS),Department of Education, Communication and Learning,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)4 aut0 (Swepub:gu)xbanns
7001 a Hillman, Thomas,d 1978u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Linnécentret for forskning om lärande (LinCS),Department of Education, Communication and Learning,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)4 aut0 (Swepub:gu)xhilth
7001 a Lantz-Andersson, Annika,d 1961u Gothenburg University,Göteborgs universitet,Linnécentret for forskning om lärande (LinCS),Institutionen för pedagogik, kommunikation och lärande,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS),Department of Education, Communication and Learning4 aut0 (Swepub:gu)xlanta
7001 a Peterson, Louise,d 1965u Gothenburg University,Göteborgs universitet,Linnécentret for forskning om lärande (LinCS),Institutionen för pedagogik, kommunikation och lärande,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS),Department of Education, Communication and Learning4 aut0 (Swepub:gu)xpetlo
7102 a Göteborgs universitetb Linnécentret for forskning om lärande (LinCS)4 org
7730 t International Journal of Educational Technology in Higher Educationd : Springer Science and Business Media LLCg 15q 15x 2365-9440
8564 u https://educationaltechnologyjournal.springeropen.com/track/pdf/10.1186/s41239-018-0101-6
8564 8u https://gup.ub.gu.se/publication/269104
8564 8u https://doi.org/10.1186/s41239-018-0101-6

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