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Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study

Author

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  • Mustafa Cevikbas

    (Faculty of Education, University of Hamburg, Von-Melle-Park 8, 20146 Hamburg, Germany)

  • Gabriele Kaiser

    (Faculty of Education, University of Hamburg, Von-Melle-Park 8, 20146 Hamburg, Germany
    Faculty of Education and Arts, Nord University, 8049 Bodø, Norway)

Abstract

Flipped classroom (FC) is a widely accepted, innovative pedagogy designated to enhance students’ learning by changing the paradigm of instruction. It has the potential to adapt learning to the students’ needs, interests, and mutual expectations by using the advantages of both online and face-to-face learning, which strengthens the quality of the instruction. The potential of FC to foster personalized learning (PL) has become vital in education, as individuals face different possibilities and difficulties in the learning process. To date, no systematic review study has focused on the ways in which PL occurs in FCs and the role of personalized FCs in education. The present study aims to close this gap by exploring the value of flipping instruction and strategies to support PL. We searched the literature, focusing on peer-reviewed research studies published in English that focus on PL in FCs. The key results include (a) the study characteristics, (b) the approaches developed and used in FCs to enhance PL, and (c) the role of personalized FCs in teaching and learning. Overall, this systematic review study provides insight into successful FC implementations and strategies to sustain PL.

Suggested Citation

  • Mustafa Cevikbas & Gabriele Kaiser, 2022. "Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study," Sustainability, MDPI, vol. 14(18), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11393-:d:912076
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    References listed on IDEAS

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    1. Ufuoma Chima Apoki & Aqeel M. Ali Hussein & Humam K. Majeed Al-Chalabi & Costin Badica & Mihai L. Mocanu, 2022. "The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review," Sustainability, MDPI, vol. 14(11), pages 1-17, May.
    2. Regina Schmid & Christine Pauli & Rita Stebler & Kurt Reusser & Dominik Petko, 2022. "Implementation of technology-supported personalized learning—its impact on instructional quality," The Journal of Educational Research, Taylor & Francis Journals, vol. 115(3), pages 187-198, May.
    3. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
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    Cited by:

    1. Feifei Liu & Xiaoli Wang & Siros Izadpanah, 2023. "The Comparison of the Efficiency of the Lecture Method and Flipped Classroom Instruction Method on EFL Students’ Academic Passion and Responsibility," SAGE Open, , vol. 13(2), pages 21582440231, May.

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