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To Flip or Not to Flip: A Critical Interpretive Synthesis of Flipped Teaching

Franqueira, Virginia N.L. and Tunnicliffe, Peter (2015) To Flip or Not to Flip: A Critical Interpretive Synthesis of Flipped Teaching. In: Smart Education and Smart e-Learning. Smart Innovation, Systems and Technologies . Springer, Cham, Switzerland, pp. 57-67. ISBN 978-3-319-19874-3. E-ISBN 978-3-319-19875-0. (doi:10.1007/978-3-319-19875-0_6)

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Abstract

It became almost fashionable to refer to the term “flipped” in higher education. Expressions like flipped learning and flipped classroom are often used interchangeably as an indication of innovation, flexibility, creativity and pedagogical evolution. We performed an exploratory study on this topic following the Critical Interpretive Synthesis methodology for analysis of the literature. Our findings indicated that the term “Flipped Learning” is misleading and that, in fact, the synthetic concept behind it is “Flipped Teaching”. We derived a synthesising argument, in the format of two synthesis models, of the potential benefits promoted by flipped teaching and the potential issues which affect its success in practice. Those models allow STEM course tutors not only to make informed decisions about whether to flip teaching or not, but also to better prepare for flipping.

Item Type: Book section
DOI/Identification number: 10.1007/978-3-319-19875-0_6
Uncontrolled keywords: Flipped learning, Teaching, Pedagogy, Higher Education.
Divisions: Faculties > Sciences > School of Computing > Security Group
Depositing User: Virginia Nunes Leal Franqueira
Date Deposited: 14 Oct 2019 12:09 UTC
Last Modified: 17 Oct 2019 10:23 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/77188 (The current URI for this page, for reference purposes)
Franqueira, Virginia N.L.: https://orcid.org/0000-0003-1332-9115
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