Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study

Mustafa Cevikbas () and Gabriele Kaiser
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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

Sustainability, 2022, vol. 14, issue 18, 1-19

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.

Keywords: adaptive learning; blended learning; flipped classroom; flipped learning; hybrid learning; inverted classroom; personalized learning; systematic review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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