Is Flipped Approach a Panacea? - A Systematic Review of Trends, Conceptions, and Practices of a Decade of Research

Oct 15, 2026

Uploaded by Aran

Recently, the flipped learning approach has gained wide endorsement as an active learning alternative addressing educational challenges such as learner engagement. This systematic review analyzes studies on flipped approaches in higher education from 2010 to 2019, with results examined during the Covid-19 lockdown as digital strategies escalated. Using descriptive analysis of 169 empirical studies across three indexed databases, it surveys authorship, definitions, methods, theoretical frameworks, and the role of media and video. Findings show education and medicine led the research, mixed-method designs predominated, and theory was rarely used, prompting recommendations for enhanced classification frameworks and further evidence on effectiveness.

LanguageEnglish

CategoryResearch & Report

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Pages28

Reading Time1 h 11 min

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Abstract

Highlights

What is already known about this topic

What this paper contributes

Implications for theory, practice and/or policy

Introduction

Is Flipped Approach a Panacea?: A Systematic Review of Trends, Conceptions, and Practices of a Decade of Research Hebatullah El Gamal Abstract: Recently, the flipped learning approach has been widely endorsed as an effective active learning alternative that responds to some of today's educational challenges, such as learner engagement. Flipped learning is a movement coping with the global rise of hybrid and digital learning , not just a teaching model. Although this review covers studies published before the Covid-19 pandemic, the findings of this review were analyzed during the lockdown witnessing the escalation of digital approaches. This review systematically revealed patterns, trends, conceptions, and practices in research into the flipped approach in higher education published from (2010- 2019) . It employed a descriptive analysis of 169 empirical studies in three highly indexed databases while focusing on authorship, subjective definitions, methods, theoretical frameworks, the role of media, and video in practice. Accordingly, the review provides an exhaustive summary of studies capturing the evolution of the flipped approach not restricted to a specific subject area or a study group. The findings revealed that the disciplines of education and medicine led the flip research. While the faculty was almost silent, students were the prominent participants in the investigation. Most studies employed the mixed-method research design, while they didn't employ a theory to guide the research. Furthermore, this review recommends using enhanced classification frameworks to contextually define key concepts addressing the gap of a unified framework defining this tangled and rich approach. Finally, this review suggests abetter understanding of the flipped approach focusing on its value more than its modality. Keywords: Flipped classroom, flipped learning, inverted classroom, video learning, digital learning, higher education. Highlights What is already known about this topic: • There is a growing popularity of flipped learning research, especially in higher education. • Flipped learning It is not about just technology but more about pedagogy. • Effective flipped learning involves designing activities before, inside , and outside the class. • Flipped learning is a solution to student dis-engagement , especially in large classes. What this paper contributes: • This review study enhances the understanding of flipped approach in higher education through a comprehensive analysis of research published on this approach over a decade. • The review maps patterns, trends, conceptions, indicators , and technologies that frame the flipped approach research and practice. • The review study provides a belief shift by rethinking the approach defining the flipped method. Implications for theory, practice and/or policy: • The COVID- 19 pandemic revealed the need for agility inside higher education institutions. Therefore, comprehensive studies support rapid and informed decision-making. • There is an underutilization of theoretical frameworks for the design of the flipped classroom. • There is a need for stronger evidence on what leads to effective flipped learning. Introduction New terms on today's higher education campus are being introduced and communicated, describing the evident relationship between technology and pedagogy (Irvine, 2020) . Especially during COVID-19, education technology is no longer considered a luxury. One can witness the rise of certain concepts, terms, and pedagogies describing the different configurations and methods for running and delivering higher education courses. Flipped learning is often linked to multi-modality but "is more appropriately understood as pedagogy-related" (Irvine, 2020, p.54) . For successful results, such rising teaching methods , as widely implied in the literature , demand the deployment of collaborative and flexible cultures, advancement of pedagogical and tec

FAQs

What does the systematic review examine about the flipped approach?

It systematically reveals patterns, trends, conceptions, and practices in research on the flipped approach in higher education across 2010–2019, focusing on definitions, methods, theoretical frameworks, and the role of media and video.

Which disciplines and participants were most prominent in the reviewed studies?

The findings indicate that education and medicine led the flip research, while students were the prominent participants; faculty participation was almost silent.

What research design and theory usage does the review report as most common?

Most studies used mixed-method research designs, but they did not employ a theory to guide the research, highlighting underuse of theoretical frameworks.

Oct 15, 2026

Uploaded by Aran