A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

Lo, Chung Kwan; Hew, Khe Foon

doi:10.1186/s41039-016-0044-2

Research and Practice in Technology Enhanced Learning

Table 9 Flipped learning activities in the reviewed K-12 flipped classroom studies

From: A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

Study	Pre-class	In-class	After-class
Bhagat et al. (2016)	Watching 15–20-min videos	Group discussion on textbook problems
Chao et al. (2015)	Watching videos, answering 5–8 online short quizzes	Q&A on videos, group discussion on ill-structured problems, presentation
Chen (2016)	Watching videos	Practicing skills through textbook activities, journal writing, worksheets
Clark (2015)	Watching videos, listening to podcasts, reading articles, viewing presentations, completing content notes	Independent practice, group work, hands-on activities, discovery learning, project-based learning, real-world applications
DeSantis et al. (2015)	Watching videos, completing worksheets with fill-in-the-blank and MC questions	Group discussion on video content, 2Q&A on videos, individual tasks, class discussion
Grypp and Luebeck (2015)	Watching 6–10-min videos, reading textbook	Brief introduction and review, hands-on activities, group problem solving assignments
Huang and Hong (2016)	Watching videos	Warm-up discussion, group work, students’ questioning and giving feedback, teacher’s conclusion
Kettle (2013)	Watching videos, taking notes	Problem solving
Kirvan et al. (2015)	Watching videos	Pre-assessment, re-teaching for underperforming students, collaborative learning, gallery walks/carousel activities, investigation/inquiry problems
Lai and Hwang (2016)	Learning and taking quizzes from e-books, watching videos	Clarifying students’ misunderstandings, extending students’ knowledge	Students’ self-evaluation and reflection
Mazur et al. (2015)	Watching videos	Group discussion on problems, presentation
Schultz et al. (2014)	Watching 10–15-min screencast, online reflection	Brief review, problem solving
Snyder et al. (2014)	Watching 8–12-min screencast, taking notes	Brief review, group work, presentation, class discussion, inquiry-based learning
Tsai et al. (2015)	Watching 10-min videos, online discussion	Group discussion on assigned tasks, introducing course contents
Wang (2016)	Visiting multimedia learning contents, online questions, taking notes	Discussion, sharing learning thought

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