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.
Liu, Leping; Ripley, Darren; and Lee, Angela
"Flipped Learning and Influential Factors: Case Analysis,"
Journal of Educational Technology Development and Exchange (JETDE): Vol. 9
, Article 5.
Available at: http://aquila.usm.edu/jetde/vol9/iss2/5