Twenty-eighth International Conference on Learning

Abstract

Flipped learning is increasingly recognised as an important pedagogical approach to accelerate student performance. The researcher is motivated by extensive reading of scholarly texts on the positive impacts of the flipped pedagogical strategy in student learning. To execute the systematic mapping, only approved and credible journal articles published in the SCOPUS and Web of Sciences indices were used. Specific criteria were identified in the selection process of articles for the systematic mapping of flipped learning. After comparing the different scoping studies based on flipped learning models across subjects, disciplines, and contexts extracted to foreground this systematic mapping. Recent developments in flipped learning have heightened the need for a rigorously and empirically designed study to document flipped learning. To date, there has been little agreement on what is an appropriate measurement to document flipped learning in a more systematic and empirically manner. After studied scoping studies on specific research trends the researcher became interested in a “systematic mapping” study as advocated by Lundin, et al. (2018). Although extensive research has been carried out on the phenomenon, no single study exists that empirically documented a systematic mapping of flipped learning for teacher education in an open distance e-learning (ODeL) context.