dc.contributor.author | Li, Rita | |
dc.contributor.author | Lund, Andreas | |
dc.contributor.author | Nordsteien, Anita | |
dc.date.accessioned | 2021-06-23T13:08:00Z | |
dc.date.available | 2021-06-23T13:08:00Z | |
dc.date.created | 2021-06-22T14:46:32Z | |
dc.date.issued | 2021-06-20 | |
dc.identifier.citation | Teaching in Higher Education. 2021, (1-35). | en_US |
dc.identifier.issn | 1356-2517 | |
dc.identifier.uri | https://hdl.handle.net/11250/2760924 | |
dc.description.abstract | Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Routledge | en_US |
dc.relation.ispartofseries | Teaching in Higher Education; | |
dc.rights | Navngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/deed.no | * |
dc.subject | Flipped classrooms | en_US |
dc.subject | Flipped learning | en_US |
dc.subject | Inverted learning | en_US |
dc.subject | Active learning | en_US |
dc.subject | Higher education | en_US |
dc.title | The link between flipped and active learning: a scoping review | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2021 The Author(s). | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |
dc.identifier.doi | https://doi.org/10.1080/13562517.2021.1943655 | |
dc.identifier.cristin | 1917728 | |
dc.source.journal | Teaching in Higher Education | en_US |
dc.source.pagenumber | 35 | en_US |