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The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

Author

Listed:
  • Gerardo Gómez-García

    (Departament of Didactics and Scholar Organization, Campus de Cartuja s.n., 18071 Granada, Spain)

  • Francisco-Javier Hinojo-Lucena

    (Departament of Didactics and Scholar Organization, Campus de Cartuja s.n., 18071 Granada, Spain)

  • María-Pilar Cáceres-Reche

    (Departament of Didactics and Scholar Organization, Campus de Cartuja s.n., 18071 Granada, Spain)

  • Magdalena Ramos Navas-Parejo

    (Departament of Didactics and Scholar Organization, Campus de Cartuja s.n., 18071 Granada, Spain)

Abstract

With the arrival of the Internet and information and communication technologies (ICTs), today’s society has driven many changes in which the digital channel is one of the main information consumption channels for young university students. Due to the turbulent landscape full of fake news and confusing information we have entered, there is a need to promote information literacy among quality students. To this end, the use of innovative strategies and methods such as Flipped Classroom can be a novel alternative to receive this content. Based on these ideas, the objective of this work was framed in the methodological design corresponding to the systematic review. Thus, empirical work was compiled to put into practice the Flipped Classroom methodology and to promote informational teaching from different knowledge disciplines at the university level. The results showed that the application of the methodology is multivariate, and that it can be administered to students in various ways (video-tutorials, animated videos, training modules, etc.) depending on the creativity of the teacher. Likewise, the results compiled in the review turn towards the improvement of the students’ informational skills, as well as the increase in diverse personal and academic variables.

Suggested Citation

  • Gerardo Gómez-García & Francisco-Javier Hinojo-Lucena & María-Pilar Cáceres-Reche & Magdalena Ramos Navas-Parejo, 2020. "The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7273-:d:409225
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    References listed on IDEAS

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    1. Esther Garzón Artacho & Tomás Sola Martínez & José Luís Ortega Martín & José Antonio Marín Marín & Gerardo Gómez García, 2020. "Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation," Sustainability, MDPI, vol. 12(7), pages 1-13, April.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Aljawharah M. Aldosari & Hala F. Eid & Yi-Ping Phoebe Chen, 2022. "A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(13), pages 1-14, June.
    2. Francisco-Domingo Fernández-Martín & José-María Romero-Rodríguez & Gerardo Gómez-García & Magdalena Ramos Navas-Parejo, 2020. "Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review," Mathematics, MDPI, vol. 8(12), pages 1-11, December.
    3. Chiyao Sun & Ji’an Liu & Liana Razmerita & Yanru Xu & Jia Qi, 2022. "Higher Education to Support Sustainable Development: The Influence of Information Literacy and Online Learning Process on Chinese Postgraduates’ Innovation Performance," Sustainability, MDPI, vol. 14(13), pages 1-16, June.
    4. Yating Li & Ye Chen & Qiyu Wang, 2021. "Evolution and diffusion of information literacy topics," Scientometrics, Springer;Akadémiai Kiadó, vol. 126(5), pages 4195-4224, May.
    5. Hua-Xu Zhong & Po-Sheng Chiu & Chin-Feng Lai, 2021. "Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load," Sustainability, MDPI, vol. 13(3), pages 1-13, January.

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