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Research trends in flipped classroom empirical evidence from 2017 to 2018: A content analysis

机译：2017年至2018年翻转课堂实证证据的研究趋势：内容分析

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摘要

Purpose - This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach - The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings - The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students' learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students' motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value - The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.
机译：目的 - 本文旨在根据2017年和2018年出版的48名所选实证文章分析翻转课堂研究的趋势和内容。设计/方法/方法 - 归纳内容分析用作调查翻转课堂研究的内容的方法，包括特定主题领域，方法论方法，技术工具或平台，最常用的趋势搜索，研究国家，积极影响和挑战。调查结果 - 使用描述性分析，百分比和频率来解释分析结果。该分析发现，各种科目在翻转课堂学习中实施，一些技术工具也用于增强教学和学习。对影响的分析表明，翻转的课堂对学生的学习活动产生了积极的学习结果，例如学习动机和参与，社会互动和自我导向的学习技巧。与此同时，教师遇到的最重要的挑战是缺乏学生的动机，观看预先记录的视频讲座或研究课堂外的内容。原创性/价值 - 调查结果表明，翻转的课堂概念可能有效地促进了二十一世纪的学习技巧，并根据国家标准培养技术和信息素养能力。

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