Abstract:

The flipped classroom reverses the typical sequence of listening to a lecture in class followed by completing assigned work at home, to an approach where students watch video lectures online before class, then participate in problem-solving and application-based exercises in class with the instructor acting as a guide. Previous literature reviews have been somewhat unsystematic (Uzunboylu & Karagozlu, 2015), limited in scope (Zuber, 2016) or focussed exclusively on nursing (Betihavas, Bridgman, Kornhaber & Cross, 2016; Presti, 2016). It is argued that there are specific affordances in STEM subject areas that need to be addressed when implementing a flipped learning approach. The purpose of the current paper was to conduct a review of the literature the use of flipped classrooms in STEM-focussed higher education classrooms. Thirty-nine papers were reviewed in the areas of science, technology, engineering and mathematics. First, an analysis is provided of student attitudes toward flipped classrooms (compared to traditional classrooms), videos, pedagogy used, and class atmosphere. Second, the benefits of flipped classrooms are discussed including perceptions of learning, engagement, student confidences, collaboration, use of class time and assessment. Third, challenges associated with the flipped classroom are reviewed including difficulty focusing, video quality, inability to ask questions, learning references, class preparation, classroom interactions, and workload. Next, the impact of flipped classrooms on learning performance is presented. Finally, limitations in previous research and future opportunities are explored.

Keywords:

STEM, flipped learning, flipped classroom, literature review, science, mathematics, engineering, technology.