Research trends on flipped classroom with collaborative learning: A systematic review
DOI:
https://doi.org/10.33010/ie_rie_rediech.v13i0.1492Keywords:
Active learning, student-centered learning, cooperative learning, social interactionAbstract
The objective of this systematic review was to identify trends in research articles on flipped classroom with a collaborative learning approach. Open-access research articles from 2016 to 2021 were consulted from the ERIC, EBSCOhost, Science Direct and Scopus databases. The prisma method was used to search, include and exclude articles. Of 264 articles reviewed, 41 were chosen. The results show the different conceptions for flipped classroom, the trend in the number of publications of research articles since 2016, the countries that have published the most on the subject, as well as the methods, and the orientation of results; 79% of the cases stated that there is a positive experience and/or improvement with the flipped classroom method versus the traditional method. There is still a lack of research on observations and contradictions expressed by approximately 20% of the authors, on the implementation and results of a flipped classroom model.
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