Session 2: Literature Review and Ethical Practices

Literature Review Table (for workshop used)

Topic: The effect of Flipped Classroom (in K-12/higher education/science/math/language or other

classrooms)

Group Name: Astronauts

Note: 1) Please discuss with your group mates and find one paper to fill out the table,

2) Please upload both this document and the pdf version of the used paper to the attached files box for final submission.

Authors How did this paper What is the What is/are the How did this paper Conclusion/findings Limitation of this
 (Year) define the flipped problem research measure the effects of study
classroom? statement? question(s)? flipped classroom?

Descriptio Wang et What refers to a Originality, A question/s that -Think about the What are the You can spot a
n al. (2020) flipped classroom”? justification, a research project research outcomes. answers to the section called this
(e.g., sequence of contribution of this sets out to What are the effects of research questions
instruction or study answer a flipped classroom
technology (e.g., learning
involved…) performance,
motivation…)

-in what way the

authors measure
these research
outcomes? (research
method and tools)

Example He et al. Flipped classrooms In summary, (1) Did flipped (1)Learning Answer to RQ1: (1)The low
(2016) should feature (a) although a students spend performance: Two Flipped instruction response rates of
mandatory pre-class number of more or less time non-cumulative did not increase mini-surveys.
learning of new empirical studies studying outside midterms and one students’ overall (2)Students could
material followed by have assessed the classroom? cumulative final exam study time; it only still be motivated to
(b) in-depth flipped instruction, (2) Did flipped (2) Learning caused a shift in exaggerate their
explanation, with some having students motivation: Two main student workload. study effort, a cause
practice, and reported large outperform their surveys (i.e., a pre- for upwardly biased
productive use of effect sizes, control survey and a post- Answer to RQ2: our study times.
knowledge in class compelling counterparts in survey) OLS models showed (3)External validity
through active evidence for the exams? If so, did (3) Study time: Ten a small, but is also a matter of
learning techniques, bene"t of !ipped flipped students identical mini-surveys, statistically concern. It is
where (c) class instruction is of diverse one for each week, significant, treatment unclear how much
attendance is relatively scant. backgrounds measured students’ effect (ES = 0.192, p the ethnicity mix
mandatory. Quality empirical benefit equally? study time outside the = 0.008) with the would impact the
studies conducted (3) Did flipped classroom. final exam, indicating generalization of our
in authentic students favor flipped instruction results and
settings (i.e., over flipped pedagogy benefited all "findings.
extended periods over traditional students equally.
of time with high- instruction? The overall
stakes "nal treatment effect was
exams) using more pronounced in
 rigorous research the beginning, but
design (i.e., same diminished over
instructors, large time.
sample sizes,
veri"ed equivalent Answer to RQ3:
control groups, Flipped instruction
and overall study did not increase
time measured) student motivation
are still needed. and perceived
overall class quality.

Using the Hsieh et al. The flipped Although (1) Were there (1) Pre-& Post-tests (1) students (1) The research is
flipped (2017) classroom is an instruction in any of English idioms. learned idioms done in Taiwan
classroo educational English is a differences in (2) Questionnaire: more effectively only. The result
m to technique that priority around the the Perception of during the may not be
enhance consists of two globe, participants’ Flipped Learning flipped learning applicable to
EFL important instructional idiomatic Experience. treatment other countries.
learning components: methodologies learning (3) Questionnaire: (2) the theory-
(1) the use of have not always outcomes Technology based flipped
computer kept pace with the between the Acceptance instruction (i) (2) The result may
technologies, changing needs of two Model (TAM) motivated the different if other
such as video students. Most instructional (4) Semi-structured participants to smartphone app
lectures, and previous research methods focus-group learn English is used.
(2) the on learning of (flipped and interview idioms and to
involvement of English idioms conventional (5) Instructor’s in- improve their
interactive has been learning)? class observation oral ability, (ii)
learning restricted to (2) How did the enhanced the
activities. English-speaking students participants’
countries; studies perceive this idiomatic
concerning the flipped class knowledge and
instruction and learning oral ability, and
use of English experience? (iii) engaged the
idioms in an EFL (3) How did the participants in
setting (such as students the learning
Taiwan) remain perceive the tasks.
scarce. Therefore, platform (3) learning
this study is to fill selected for through LINE
this gap and to the flipped not only
explore use of learning enhanced their
flipped learning in treatment? desire to use
the context of EFL (4) What were English idioms
oral training and the and improved
the related participants’ their English
benefits. Based overall ability, but also
on the results of flipped strengthened
this study, the classroom their critical
writers suggest learning thinking as they
the following experiences? made
recommendation comments on
for practice: their peers’
(1) Flipped works.
instruction (4) the students
is an analyzed their
appropriat experiences in
e four closely
instruction related
al design dimensions: (i)
for their motivation,
teaching comfort, and
English as enjoyment, (ii)
a Foreign the time and
Language effort
. It aligns commitment of
with the flipped
modern classroom
ideas of structure, (iii)
student- their level of
centered nervousness in
active live versus
learning mediated
and leads communication,
to and (iv) their
beneficial perceptions of
outcomes the outcomes.
(2) When
using
flipped
learning
 for foreign
language
instruction
, it is
important
to show
students
how the
instruction
al design
has
formative
benefits
and
results in
beneficial
outcome,
and to do
this
starting
early in
the
semester
when the
benefits
are not
yet
beginning
to
manifest
themselve
s.
(3) Student
accountab
ility is vital
and
teachers
must have
ways of
 identifying
and
intervenin
g with
students
who have
failed to
perform
their
flipped
learning
outside of
class.
(4) LINE, as it
was used
in this
study,
proved to
be an
appropriat
e
instruction
al
technolog
y choice
for use as
an EFL
learning
platform.
It
provided
authentic
voice and
text
interaction
via
familiar
technolog
y that did
not
require an
extensive
learning
curve. It
also
preserves
student
privacy by
preventin
g people
outside
the class
or small
group
from
seeing the
student’s
classwork
.