IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i18p11393-d912076.html
   My bibliography  Save this article

Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study

Author

Listed:
  • Mustafa Cevikbas

    (Faculty of Education, University of Hamburg, Von-Melle-Park 8, 20146 Hamburg, Germany)

  • Gabriele Kaiser

    (Faculty of Education, University of Hamburg, Von-Melle-Park 8, 20146 Hamburg, Germany
    Faculty of Education and Arts, Nord University, 8049 Bodø, Norway)

Abstract

Flipped classroom (FC) is a widely accepted, innovative pedagogy designated to enhance students’ learning by changing the paradigm of instruction. It has the potential to adapt learning to the students’ needs, interests, and mutual expectations by using the advantages of both online and face-to-face learning, which strengthens the quality of the instruction. The potential of FC to foster personalized learning (PL) has become vital in education, as individuals face different possibilities and difficulties in the learning process. To date, no systematic review study has focused on the ways in which PL occurs in FCs and the role of personalized FCs in education. The present study aims to close this gap by exploring the value of flipping instruction and strategies to support PL. We searched the literature, focusing on peer-reviewed research studies published in English that focus on PL in FCs. The key results include (a) the study characteristics, (b) the approaches developed and used in FCs to enhance PL, and (c) the role of personalized FCs in teaching and learning. Overall, this systematic review study provides insight into successful FC implementations and strategies to sustain PL.

Suggested Citation

  • Mustafa Cevikbas & Gabriele Kaiser, 2022. "Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study," Sustainability, MDPI, vol. 14(18), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11393-:d:912076
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/18/11393/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/18/11393/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    2. Ufuoma Chima Apoki & Aqeel M. Ali Hussein & Humam K. Majeed Al-Chalabi & Costin Badica & Mihai L. Mocanu, 2022. "The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review," Sustainability, MDPI, vol. 14(11), pages 1-17, May.
    3. Regina Schmid & Christine Pauli & Rita Stebler & Kurt Reusser & Dominik Petko, 2022. "Implementation of technology-supported personalized learning—its impact on instructional quality," The Journal of Educational Research, Taylor & Francis Journals, vol. 115(3), pages 187-198, May.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Feifei Liu & Xiaoli Wang & Siros Izadpanah, 2023. "The Comparison of the Efficiency of the Lecture Method and Flipped Classroom Instruction Method on EFL Students’ Academic Passion and Responsibility," SAGE Open, , vol. 13(2), pages 21582440231, May.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rafael Ferreira dos Santos & Lilia Ribeiro Guerra & Bruno Leal Alves & Selma Ribeiro de Paiva & Ana Lafetá Cabral & Helena C. Castro* & Ana Joffily*, 2018. "Teaching Biotechnology: A Demand Still to be Fully Attended," Journal of Biotechnology Research, Academic Research Publishing Group, vol. 4(4), pages 13-18, 04-2018.
    2. Lisbeth Amhag, 2017. "Mobile-Assisted Seamless Learning Activities in Higher Distance Education," International Journal of Higher Education, Sciedu Press, vol. 6(3), pages 1-70, August.
    3. Rita A. Balaban & Donna B. Gilleskie & Uyen Tran, 2016. "A quantitative evaluation of the flipped classroom in a large lecture principles of economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 269-287, October.
    4. Becker, Ralf & Proud, Steven, 2018. "Flipping quantitative tutorials," International Review of Economics Education, Elsevier, vol. 29(C), pages 59-73.
    5. Fritz Dresselhaus & Jessika A. Bohlmann & Roula Inglesi-Lotz, 2015. "Assessing the impact of just-in-time methodology, in-lecture activities, and tutor-assisted post-lecture activities in the course experience of first year students in Economics at the University of Pr," Working Papers 562, Economic Research Southern Africa.
    6. Wei Chen & Sadiah Binti Baharom & Sopia Binti Md Yassin, 2023. "Does Flipped Classroom Approach Impact on Foreign Language Classroom Anxiety of First-year Chinese Urban-rural Pre-service Teachers?," World Journal of English Language, Sciedu Press, vol. 13(7), pages 430-430, September.
    7. Jia Suo & Xiuying Hou, 2017. "A Study on the Motivational Strategies in College English Flipped Classroom," English Language Teaching, Canadian Center of Science and Education, vol. 10(5), pages 1-62, May.
    8. Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.
    9. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).
    10. Kana Okano & Jakub R Kaczmarzyk & John D E Gabrieli, 2018. "Enhancing workplace digital learning by use of the science of learning," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-10, October.
    11. Blerta Prevalla Etemi & Huseyin Uzunboylu & Shpetim Latifi & Ulzharkyn Abdigapbarova, 2024. "The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception," Sustainability, MDPI, vol. 16(2), pages 1-20, January.
    12. Hosam El-Sawy, 2018. "Flipping EFL University Classes with Blackboard System," English Language Teaching, Canadian Center of Science and Education, vol. 11(2), pages 1-31, February.
    13. Patricia Bachiller & Guillermo Badía, 2020. "The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course," Sustainability, MDPI, vol. 12(23), pages 1-11, November.
    14. Journal, Arab World English AWEJ & Khalil, Rania M Rafik & Shahu, Khalid, 2017. "Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education," OSF Preprints xnmne, Center for Open Science.
    15. Duncan Watson & Louise Parker, 2016. "The hullaballoo over e-learning? Technology and pluralism in economics," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1159813-115, December.
    16. Todd Broker & Victor Raj & Simone Silva, 2018. "Flipping the Econ Class: Reconsidered," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 18(2), pages 1-21, Fall.
    17. Henria May Ybañez & Jonel H. Donaire & Jhea Escabusa & John Paul Hernandez & Normina Malik & Norlia Macaligis & Danica Amancio & Alkhaser V. Sappayani, 2024. "“Students’ Preparedness on the Implementation of Flipped Teaching Approach in Davao Central Collegeâ€," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(5), pages 937-947, May.
    18. Hossein Hossein-Mohand & Juan-Manuel Trujillo-Torres & Melchor Gómez-García & Hassan Hossein-Mohand & Antonio Campos-Soto, 2021. "Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers," Sustainability, MDPI, vol. 13(5), pages 1-18, March.
    19. Olitsky, Neal H. & Cosgrove, Sarah B., 2016. "The better blend? Flipping the principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 21(C), pages 1-11.
    20. Josephson, Anna & DeBoer, Lawrence & Nelson, David & Zissimopoulos, Angelika, 2016. "Reshaped for Higher Order Learning: Student Outcomes in the Redesign of an Undergraduate Macroeconomics Course," 2016 Annual Meeting, July 31-August 2, Boston, Massachusetts 235765, Agricultural and Applied Economics Association.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11393-:d:912076. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.