THE EFFECTIVENESS OF FLIPPED CLASSROOM LEARNING IN HIGHER EDUCATION : FINDINGS AND FUTURE RESEARCH RECOMMENDATIONS

Résumé

In light of a diverse and growing student population, both knowledge transmission and the evolution of pedagogical practices in higher education are currently at the heart of the debate. We are witnessing the development of a variety of pedagogical experiments within universities, thus questioning the relevance of the traditional lecture. In this article, we focus on a pedagogical model that is increasingly appealing to academics and practitioners: the flipped classroom. This mode of teaching leverages the design of intentional learning experiences to engage students outside the classroom. The learner is responsible for exploring the material outside the classroom in a self-directed way, trying to acquire basic knowledge before class and then actively applying it in class. The scope of this review analyses research conducted on flipped classrooms in higher education from various aspects, including implementation and effectiveness. The results show a successful implementation of the flipped classroom in most cases, as well as indicating that flipped classroom format increases students' engagement in the classroom and improves their performance.