ISSN: 2222-6990
Open access
With the widespread application of flipped classrooms, Instructional Design(ID) within flipped classrooms has received a lot of attention. Despite its importance and potential in the field of education, instructors or designers continue to find Instructional design challenging, and there still exist gaps regarding instructional design models, instructional strategy, technological tools, and platforms, as well as recommendations for future study. This systematic literature review analyzed 16 articles implementing the PRISMA framework to address these gaps. The analysis of these articles suggested developing a more technology-integrated, more learner-centered instructional design model. The research on ID should include a variety of instructional strategies, such as inquiry-based learning, project-based learning, etc. In addition, personalized and data-driven tools or platforms should be developed to facilitate personalized learning for students. This review reveals trends and recommendations related to ID in flipped classrooms. It can serve as the foundation for future research on ID in the educational context
Abuhassna, H., & Alnawajha, S. (2023a). Instructional Design Made Easy! Instructional Design Models, Categories, Frameworks, Educational Context, and Recommendations for Future Work. European Journal of Investigation in Health, Psychology and Education, 13(4), 715-735.
Abuhassna, H., & Alnawajha, S. (2023b). The Transactional Distance Theory and Distance Learning Contexts: Theory Integration, Research Gaps, and Future Agenda. Education Sciences, 13(2), 112.
Akçay?r, G., & Akçay?r, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
Arslan, A. (2020). Instructional design considerations for the flipped classroom. International Journal of Progressive Education, 16(6), 33-59.
Deng, R., Feng, S., & Shen, S. (2023). Improving the effectiveness of video-based flipped classrooms with question-embedding. Education and Information Technologies, 1-26.
Dierdorp, A. (2021). Evidence-Informed Teaching: Investigating Whether Evidence from ‘Flipping the Classroom’Research Improves Students’ Motivation for Mathematics. Education Sciences, 11(6), 257.
Elsigini, W. T., & Yamani, H. A. (2021). Databases and Their Employment in the Flipped Classroom Learning Environment at Saudi Universities. Journal of Education and e-Learning Research, 8(1), 1-7.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education, 2, 449-473.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and practice in technology enhanced learning, 12(1), 1-22.
Manurung, K. (2017). Designing instructional materials. Palu: Untad Press, Indonesia.
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.
Moher, D., Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., . . . Kleijnen, J. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Annals of internal medicine, 151(4), W-65-W-94.
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.
Zhang, M., & Fang, X. (2022). Exploring University EFL Teachers’ Technological Pedagogical Content Knowledge and Teacher Efficacy in Technology-integrated Flipped Classroom. SAGE Open, 12(3), 21582440221116105.
(Qi et al., 2024)
Qi, P., Abuhassna, N. F., Hassan, B. J., & Ting, L. (2024). Systematic Literature Review of Flipped Classroom: Models, Strategies, Tools, Challenges and Future Directions. International Journal of Academic Research in Business and Social Sciences, 14(8), 2924–2941.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode