A conscientious literature review of Flipped learning strategy as a means of enhancing student engagement

Abstract

Researchers and educators have often searched for alternative strategies and methods to teach students according to the needs of the 21st century. Developing higher-order skills among learners has become the need of the hour and new pedagogical approaches are required for the same. Among such approaches, the inverted classroom strategy, popularly known as the “Flipped classroom” is one such innovative pedagogical strategy where learning is student-centered. Under this inductive approach, classroom instruction is done at home with the help of videos and interactive lessons, and work done outside the class is now done in class with the teacher as a guide. Since flipped classroom aims at providing higher-order skills to students which is possible when students engage in activities that include interaction between students and staff and between students - thus related to the concept of student engagement. Student’s participation in active learning and conditions favorable for higher-order skills is recognized as student engagement by Coates (2008). In order to gain a deeper understanding of how flipped classroom learning strategy affects students, a need was felt to review different studies and steer through comprehensive quantitative and qualitative data.