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