Abstract
Flipped learning has been a focus of research to explore potential learning environments that may positively affect student learning. The key issue is whether or how educators design such a learning environment, and what might be the factors that educators need to consider when designing a flipped learning environment. The first part of this study presents a critical review and analysis on factors identified from the literature that may influence the success of a flipped-learning case. 216 cases selected from current literature were analyzed on seven factors (Overall Design, Design of Information, Design of Technology Use, Active Learning, Motivation, Special Guidance, and Self-Regulated Learning) regarding their influence on the success of flipped learning experiences. Among them the first five factors were found to be significant and included in a prediction model. The second part of this study demonstrates an on-going case of flipped learning that reflects and examines the prediction model.
Recommended Citation
Liu, L., Ripley, D., & Lee, A. (2016). Flipped Learning and Influential Factors: Case Analysis. Journal of Educational Technology Development and Exchange (JETDE), 9(2). https://doi.org/10.18785/jetde.0902.05
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Instructional Media Design Commons, Online and Distance Education Commons, Other Education Commons
