Flipped learning e progettazione didattica nei contesti universitari: Una systematic review qualitativa
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_16Parole chiave:
Flipped classroom, Flipped learning, Didattica universitaria, Revisione sistematica qualitativa, Progettazione didattica universitariaAbstract
Lo studio presenta una revisione sistematica qualitativa sulle peculiarità progettuali e processuali della metodologia didattica del flipped learning in ambito universitario, con particolare attenzione agli effetti su apprendimento e autonomia di studentesse e studenti ed elementi di criticità riscontrati da docenti e studenti nella sua implementazione. La ricerca è stata condotta su tre database (ERIC, Scopus e Web of Science), ottenendo una prima selezione di 2307 articoli per l’arco temporale 2019-2024; attraverso l’utilizzo di criteri di inclusione ed esclusione e l’adozione del protocollo PRISMA sono stati estratti 9 articoli che sono oggetto della sintesi. I risultati confermano che l’adozione della metodologia flipped richiede ai docenti il possesso di un’elevata professionalità riferita soprattutto alla progettazione didattica dei contenuti. L’adozione del modello ha un’influenza positiva su motivazione, autonomia e rendimento di studentesse e studenti, tuttavia si rilevano elementi di criticità riferiti all’intenso carico cognitivo e all’impegno in termini temporali sia per i docenti e sia per studentesse e studenti.
Riferimenti bibliografici
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
Aidoo, B., Tsyawo, J., Quansah, F., & Boateng, S. K. (2022). Students' learning experiences in a flipped classroom: A case study in Ghana. International Journal of Education and Development using Information and Communication Technology, 18(1), 67–85. Retrieved May 15, 2025, from https://eric.ed.gov/?id=EJ1345826
Almanasef, M., Almaghaslah, D., Portlock, J., & Charter, A. (2020). Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture. Pharmacy Education, 20(1), 142–150. https://doi.org/10.46542/pe.2020.201
Aprianto, E., & Purwati, O. (2020). Multimedia-assisted learning in a flipped classroom: A case study of autonomous learning on EFL university students. International Journal of Emerging Technologies in Learning, 15(24), 114. https://doi.org/10.3991/ijet.v15i24.14017
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE/ASCD.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. ISTE.
Bevilacqua, A. (2018). Flipped learning in ambito universitario: Presupposti e indicazioni pedagogico-didattici tra implementazione e ricerca. Pensa Multimedia.
Bibek, K., Winn, E. H., & Norell, E. (2024). Evaluating the effectiveness of flipped learning in an upper-division undergraduate electrical engineering course. Discover Education, 3, 268. https://doi.org/10.1007/s44217-024-00378-2
Biesta, G. J. J. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit of educational research. Educational Theory, 57(1), 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Retrieved May 15, 2025, from https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa
Calvani, A., & Trinchero, R. (2019). Dieci falsi miti e dieci regole per insegnare bene. Carocci.
Cecchinato, G., & Papa, R. (2016). Flipped Classroom: Un nuovo modo di insegnare e apprendere. UTET, DeAgostini.
Chen, L., Lin, T., & Tang, S. (2021). A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice course: A qualitative study. BMC Family Practice, 22, Article 8. https://doi.org/10.1186/s12875-021-01597-4
Eppard, J., Rodjan, H., Marlieke, G. D., Baroudi, S., & Reddy. (2021). Integrating flipped learning into an English pre-sessional class at a public university in the UAE: Reports from an SLL university classroom. International Journal of Virtual and Personal Learning Environments, 11(2), 65–86. https://doi.org/10.4018/ijvple.2021070105
Finfgeld-Connett, D. (2018). A guide to qualitative meta-synthesis. Routledge.
Flipped Learning Network. (2014). The four pillars of F-L-I-P™. Retrieved May 15, 2025, from https://flippedlearning.org/definition-of-flipped-learning/
Ghirotto, L. (2020). La systematic review nella ricerca qualitativa. Carocci.
Ha, A. S., O’Reilly, J., Ng, J. Y., Zhang, J. H., & Serpa, S. (2019). Evaluating the flipped classroom approach in Asian higher education: Perspectives from students and teachers. Cogent Education, 6(1), Article 1638147. https://doi.org/10.1080/2331186X.2019.1638147
Hammersley, M. (2006). Systematic or unsystematic, is that the question? Reflections on the science, art, and politics of reviewing research evidence. In A. Killoran, C. Swann, & M. P. Kelly (Eds.), Public health evidence: Tackling health inequalities (pp. 239–250). Oxford University Press.
Hsieh, H.-M., & Maritz, A. (2023). Effects of flipped teaching on entrepreneurship professional students’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology, 15(4), Article 472. https://doi.org/10.30935/cedtech/13649
INDIRE. (2025, May). Flipped classroom (La classe capovolta). Avanguardie Educative 10 anni: L’innovazione possibile. Retrieved May 15, 2025, from https://innovazione.indire.it/avanguardieeducative/flipped-classroom
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches (3rd ed.). Sage.
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi‐structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031
Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbooks of qualitative research (pp. 163–188). Sage.
Mazur, E. (1996). Peer instruction: A user’s manual. Prentice Hall.
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597–599. https://doi.org/10.3928/01484834-20130919-03
Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Sage.
Noguera, I., Albò, L., & Beardsley, M. (2022). University students’ preference for flexible teaching models that foster constructivist learning practices. Australasian Journal of Educational Technology, 38(4), 22–39. https://doi.org/10.14742/ajet.7968
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Padilla-Díaz, M. (2015). Phenomenology in Educational Qualitative Research: Philosophy as Science or Philosophical Science. International Journal of Educational Excellence, 1(2), 101–110. Retrieved May 15, 2025, from https://documento.uagm.edu/cupey/ijee/ijee_padilla_diaz_1_2_101-110.pdf
Pellegrini, M., & Vivanet, G. (2018). Sintesi di ricerca in educazione: Basi teoriche e metodologiche. Carocci.
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing.
Raffaghelli, J. (2017). Does flipped classroom work? Critical analysis of empirical evidences on its effectiveness for learning. Form@re - Open Journal Per La Formazione in Rete, 17(3), 116–134. https://doi.org/10.13128/formare-21216
Rubin, H., & Rubin, I. (2011). Qualitative interviewing: The art of hearing data. Sage.
Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer.
Sarkar, N., Ford, W., & Manzo, C. (2019). To flip or not to flip: What the evidence suggests. Journal of Education for Business, 95(2), 81–87. https://doi.org/10.1080/08832323.2019.1606771
Sparkes, C. N. (2019). Flipped classrooms versus traditional classrooms: A systematic review and meta-analysis of student achievement in higher education [Doctoral dissertation, Concordia University]. Concordia University Institutional Repository. Retrieved May 15, 2025, from https://spectrum.library.concordia.ca/985276/
Strongoli, R. C. (2021). University education and digital technologies: A critical reflection on the flipped learning model. Formazione Lavoro Persona, 11(33), 216–230.
Thompson, F. S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63–71. Retrieved May 15, 2025, from https://www.theibfr2.com/RePEc/ibf/beaccr/bea-v6n1-2014/BEA-V6N1-2014-7.pdf
Upshur, R. (2001). The status of qualitative research as evidence. In J. M. Morse, J. M. Swanson, & A. J. Kuzel (Eds.), The nature of qualitative evidence (pp. 5–27). Sage.
Varisco, B. M. (2011). Costruttivismo socio-culturale: Genesi filosofiche, sviluppi psico-pedagogici, applicazioni didattiche. Carocci.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340. https://doi.org/10.19173/irrodl.v17i3.2274
Pubblicato
Come citare
Fascicolo
Sezione
Categorie
Licenza
Copyright (c) 2025 Raffaella Carmen Strongoli, Valeria Catania
TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
Formazione & insegnamento è distribuita con la seguente licenza: Attribution 4.0 International (CC BY 4.0).
Per ulteriori dettagli, si rimanda alle Politiche di archiviazione e ai Termini di Copyright e Licenza.
