Flipped Learning and Instructional Design in University Settings: A Systematic Qualitative Review
Keywords:
Flipped classroom, Flipped learning, Higher Education, Qualitative systematic review, University teaching designAbstract
The paper presents a qualitative systematic review on the design and process peculiarities of flipped learning teaching methodology in the university setting, with a focus on the effects on learning, student autonomy, and critical elements encountered by faculty and students. The review was conducted on three databases (ERIC, Scopus, and Web of Science), obtaining an initial selection of 2307 articles for the years 2019-2024; 9 articles were extracted through the use of inclusion and exclusion criteria and the adoption of the PRISMA protocol. The results confirm that the adoption of the flipped methodology requires teachers to possess a high level of professionalism referring to the instructional design of content. The implementation of the flipped approach has a positive influence on the motivation, autonomy and performance of students; however, critical elements are noted referring to the intense cognitive load and time commitment for both teachers and students.
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