A Systematic Analysis of Chinese Reviews of Flipped Classroom

Abstract

Flipped classroom (FC) is a recognized and popular approach of teaching and learning in the field of education. However, the large body of studies make it difficult to access a comprehensive summary of available evidence to evaluate the impact and effective implementation of FC. The aim of this review of reviews is to explore two questions: 1) What are the trends of FC studies that were identified in reviews in the last decade? 2) What are the trends of Chinese FC reviews that were conducted in the last decade? Results of this review can be used to guide future interventions and implementation in the field.