literature review on the use of action research in higher education

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Literature review on the use of action research in higher education.

Source: Educational Action Research, Vol. 25, No. 1 , 3–22, 2017

(Reviewed by the Portal Team)

This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement.

Action research and pedagogic research The authors argue that action research links between pedagogic research and reflective practice in higher education. Action research also enables to explore issues relating to critical pedagogy and social justice.

The authors also found that there is an increasing trend to explore action research at an institutional level. These studies break down the demarcations between traditional scholarship, research and administration/organization. Studies found that utilising a participant action research cycle, directed by a progressive institutional learning and teaching strategy, faculty members and the student body are provided with the opportunity to contribute toward the accomplishment of institutional change.

The literature also reveals that action research approaches have frequently been explored as a means of identifying strategies for curriculum development at an institutional level. It was also found that pedagogical research particularly examined the use of action research in teacher training programmes. Studies explore these programmes, which use action research, from the perspectives of both learners and the teachers. The findings reveal that institutional development also considers questions regarding the effectiveness of an institution’s current continuing professional development programme, the identification and evaluation of development that necessarily accompanies institutional growth and change, and the examination of collaboration with staff in re-writing the continuing professional development programme. The authors also found that the action research literature has some limitations. It is performed with a single cohort by an insider-researcher who seeks to inform personal practice or assess a pedagogical modification. They also found that action research literature is centred primarily on description of the reflective process rather than any detailed critical evaluation of the intervention/innovation and methodology.

Action Research and Student Engagement Many educational action research studies examine how to obtain feedback on teaching practice from the students. In this studies, students play a key role in improving teaching practice and contribute to the their teachers' professional development.

The authors argue that using action research to assess strategies where students are either passive or non-passive in the process is important in the development of an improved learning environment. The authors argue that many studies demonstrate effective examples of pedagogy and andragogy regarding the value of action research in enhancing student engagement through reflective practice, active participation and empowerment.

The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review.

Use of Action Research in Nursing Education

Susan d. moch.

1 Department of Nursing, College of Nursing and Health Sciences, University of Wisconsin-Eau Claire, 105 Garfield Avenue, P.O. Box 4004, Eau Claire, WI 54702-4004, USA

R. Todd Vandenbark

2 Vogel Library, Wartburg College, No. 225, 100 Wartburg Blvd, P.O. Box 1003, Waverly, IA 50677, USA

Shelley-Rae Pehler

3 Department of Nursing, College of Nursing and Health Sciences, No. 219 Nursing Building, University of Wisconsin-Eau Claire, 105 Garfield Ave, P.O. Box 4004, Eau Claire, WI 54702, USA

Angela Stombaugh

4 Center for Excellence in Teaching and Learning, University of WI-Eau Claire, Eau Claire, WI, USA

Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

1. Introduction

Despite the call for knowledge development in nursing education [ 1 – 3 ] and concerns about the lack of dissemination of nursing education knowledge [ 4 , 5 ], limited research to guide nursing education is available. The use of action research in knowledge development and in assessing nursing knowledge for publications could increase nursing knowledge. At its core, action research methodology involves a systematic research process and thoughtful reflection on the process for making a change. The purpose of this article is to describe action research in nursing education and to propose a definition of action research that provides both guidelines for action research proposals and criteria for potential action research publications in nursing higher education.

Although publications on action research are available in nursing higher education in some countries, the use of action research is much more prevalent in related disciplines. Use of action research is evident in addressing health disparities [ 6 , 7 ], leadership/organization development [ 8 – 11 ], and nursing practice in general [ 12 ]. Action research is also widely used within all levels of education. At the K-12 level, research is often discussed as personal or collaborative reflection to delineate educational outcomes [ 13 – 15 ]. According to some authors, action research in higher education makes the research more applicable to the real world through combining research and practice [ 16 , 17 ]. In 2005, Herr and Anderson [ 18 ] described how action research proposals and dissertations are evaluated. However, acceptance of action research in higher education has been difficult because of the historical focus on empirical research and behavioral outcomes [ 19 , 20 ] and because of misconceptions about action research itself [ 21 ].

Due to the increasing use of action research in many disciplines and the need for outcome research in nursing higher education, a review of action research in nursing higher education literature was undertaken to describe action research in nursing education. A definition of action research that provides both guidelines for developing action research proposals and criteria for assessing potential action research publications for nursing higher education was developed. And much like action research methodology, the process used in this review study was iterative, in that, after a review was completed, it became apparent that a clear, consistent, and actionable definition was needed. Using existing definitions and ideas from several disciplines, the authors propose a new definition of action research. For this project, the definition proposed was used in assessing the body of literature on nursing higher education research.

2.1. Literature Review Process of Action Research in Nursing

The first part of this project involved a search of the literature in nursing higher education related to action research. Searches were conducted in the CINAHL and MEDLINE databases using the search string “action research” AND nurs ∗ AND education , including all articles from 1994 to 2013. Initially, 386 articles were retrieved. They were initially evaluated based on review of each title and abstract, eliminating those articles that were dissertations, conference abstracts, or articles pertaining to nursing practice. Also eliminated were items not directly related to nursing education, such as postdegree continuing education, as well as those that did not offer a description of a systematic research processes. Since few of the articles before 2003 described the research process and met the criteria identified, a decision was made to eliminate those published before 2003, leaving 80 publications.

While completing the initial review, the research team found that not having a consistent definition for action research hampered their efforts for determining which articles should be included in the review. Based on the initial review of articles, a working definition for action research was developed (described in detail below). The remaining 80 citations were then reviewed in detail, with an additional 41 being articles eliminated because they did not meet the criteria of the author definition as identified from a second general literature review on action research definitions. The final inclusion criteria for the higher education research articles were as follows:

Published between 2003 and 2013
Related to higher education in nursing
Indicated which action research methodology was used
Included a clear description of the research methodology
Stated which data collection processes were employed
Analyzed findings and/or process of the research

This process is diagrammed in Figure 1 .

An external file that holds a picture, illustration, etc.
Object name is NRP2016-8749167.001.jpg

3. Results and Discussion

3.1. building a definition of action research.

The many variations in approaches to action research became apparent in the nursing education literature review. Reviewing the nursing articles initially included looking at all research articles that included action research in nursing higher education. However, as stated earlier, upon review of the higher education articles, many variations of “action research” were found. Therefore, a review of definitions and key concepts of action research was completed to develop criteria for inclusion of articles for the review. The following paragraphs include both definitions and key concepts of action research from a variety of disciplines.

Action research methods are based on many broad philosophical and theoretical traditions such as Freire [ 22 ], Lewin [ 23 ], and Schön [ 11 ]. The various traditions and the manner in which action research is employed in the disciplines provide great diversity in action research. In addition, definitions of action research within disciplines can often emphasize different components. Discussion of these traditions and/or definitions within the research report can provide important information for framing the research and is suggested. For instance, within the body of organizational development literature, action research is “a term for describing a spectrum of activities that focus on research, planning, theorizing, learning, and development” which includes a “process of research and learning through the researcher's long-term relationship with a problem” [ 24 , p. 4]. Another important reference to action research in education clarifies that both action and research are involved in the term so that systematic data collection processes must be in place for the research component [ 25 ]. The “action” in the research can involve evaluation of a process being used or demonstration of a change over time, both of which require clear data collection processes. Action research, often used in educational research [ 26 ], is promoted as a way to integrate teaching and learning [ 27 ]. Kemmis [ 28 ] promotes the importance of both knowledge and change as results through action research. From a social sciences perspective, Reason and Bradbury [ 29 ] describe action research as a participatory process for developing practical knowledge for solutions to issues of importance. In a later article, Bradbury Huang [ 21 ] emphasized the importance of the integration of practice and research or the merging of “understand and act” (pg. 93) and promote “actionability” (pg. 103) as important to the research process. In the same article, Bradbury Huang also shared “suggestions” for publishing articles in the Action Research journal.

Within nursing, action research definitions have been proposed and used in the organization of reported research. Margaret Newman, an early nurse theorist, proposed an action research definition in Theory Development in Nursing [ 30 ]. According to Newman, action research involves “the collaboration of the researcher in the real-world situation of the client system with the purposes of improving the situation, developing the competencies of the system, and generating new knowledge” (p. 71). Although useful for a general understanding of the action research process, this definition does not provide enough direction for nurse educators in developing research and publishing outcomes. Winter and Munn-Giddings [ 31 ] describe action research as a “single activity which is simultaneously a form of inquiry and a form of practical action” (p. 5) and “involves people in a process of change, which is based in professional, organizational or community action” (p. 5). Four types of research foci for action research were proposed by Hart and Bond [ 32 ] and used to organize research in a nursing-related evidence-based practice article [ 12 ]. The four types, based on the theoretical underpinnings of action research, included the following: experimental, organizational, professionalizing, and empowering.

In a systematic literature review of action research published in the Journal of Research in Nursing , Munn-Giddings and colleagues found 24 different names attributed to the action research method [ 33 ]. Terms often associated with action research in nursing include community-based action research, participatory action research, appreciative inquiry, cooperative inquiry, praxis, process knowledge, reflective practice, and pattern recognition. Although definitions for some of these research processes exist, the definitions do not provide enough direction for nursing education research and publication.

3.2. Action Research Definition

Action research methodology is a systematic research process that can be articulated by the researcher, involving data collection and analysis as well as reflection and discussion with coresearchers or others for the purpose of making change in a situation over time .

This proposed definition addresses a number of shortcomings in the existing literature, both in and out of nursing education. It can provide researchers with a common starting point for conducting higher education research, where, because of the stage of knowledge development, the participation of collaborators in change, or for other reasons, using more traditional research through involving control groups, large numbers of subjects, or multiple sites may not be appropriate.

The definition calls for a systematic research process that can be articulated by the researcher , which assists in developing and publishing research. Adding the component of that can be articulated by the researcher is important because action research can include great variability in process, but the need for describing how the research was done is important to research development and dissemination in nursing education. Involving data collection and analysis is essential for identifying research outcomes as called for in nursing.

The components of reflection and discussion with coresearchers or others include the need to demonstrate reflection on the research in order to consider important factors that may affect the outcomes. The discussion component also includes the possibility of collaboration with practice partners to affect change or the implementation of the research. Including collaborations with coresearchers such as students or community partners in the development and process of the research project is also possible. At times, reflection includes representatives of those directly affected by any proposed changes, such as in participatory action research or community-based collaboration. While this methodology directly involves the researchers in an iterative and reflective research process, varying degrees of participation can be employed [ 34 ]. Reflection and discussion with coresearchers may be less relevant in some nursing education contexts.

Making a change in a situation over time implies that such research is primarily concerned with outcomes such as change leading to improvement with quality data and analysis resulting in dissemination of knowledge. Making change is important in action research and is implied in its name, including and involving both action (change) and research. This often involves engagement with a project for several years, such as continual improvement in learning outcomes which contributes to change over time. It is collaborative in nature, with the researcher(s) playing the part of active participant or actor in the research. And the power of this role can be used to promote change and create new knowledge [ 35 ].

As described previously, the author definition provided a general framework for exclusion of articles within the action research in higher education literature review. The final 39 articles selected included a systematic research process, and many, but not all, incorporated reflection and discussion with coresearchers or others for the purpose of making change in a situation over time . However, since the components of the action research definition emerged from both the review of action research definitions and the nursing education action research articles, a decision was made to retain reflection and discussion with coresearchers or others and making change in a situation over time in the definition.

3.3. Applying the Definition Structure

The following is a summary of the action research articles found in nursing higher education. Summarizing action research is challenging because all elements of the action research process and its outcomes (such as all the components of the definition) are important for understanding the research. For instance, a systematic research process that can be articulated by the researcher may be different for each study due to the use of different yet valid processes. Often the description of the research is detailed and includes how the collaborators were involved or how data was collected through meetings, discussions, or surveys. In addition, challenges arise in summarizing this particular literature research because the topic of “action research in nursing higher education” is very broad. No narrowing of the research focus was used in this study, so many different topics, processes, and collaborations are included. Thus the articles are organized according to four general topic areas in nursing higher education with the purpose of providing an overview of the subject matter and the types of action research available. The author intent is to encourage understanding about the possibilities that exist in conducting action research in regard to content focus as well as in variety of methodology. A summary table of some information is included (see Table 1 ), but the central idea or topic of the articles within each group is also presented in narrative form through summaries to assist readers and potential future researchers considering an action research approach. To facilitate greater understanding of this methodology, the research process from one article is highlighted at the end of each summary to demonstrate action research process within each topic area. Within each article example, action research issues such as the research tradition, dilemmas in conducting the research, and identified “action” for the research are also shared if identified in the research report.

Overview of review articles' focus, participants/researchers, and data collection tools.

Area of nursing education	Number of articles	Participants/researchers	Data tools
Theory	7	Students, instructors, supervisors	Surveys, semistructured feedback sessions and interviews, focus groups, reflective journaling
Clinical	12	Patients, community or health agency, nurses, nursing students	Surveys, questionnaires, qualitative data collection
Curriculum	23	Faculty, students, nurses, educators, physicians, preceptors, administration, community members, nurse midwives, managers, government professionals, industry, community health providers	Interviews, surveys, field notes, diaries, team meetings, end semester reflection meetings, focus groups, questionnaires, workshop, reflective journals, curriculum documents, teacher notes, patchwork text, exams, group reports, class participation, observations
Graduate	13	Students, instructors, supervisors (clinical partners), community health staff, users of services/carers	Meeting notes, description of process, self-reflective process, surveys, focus groups, interviews, discussion, reflective writing

The general topic areas are as follows:

Theory: research conducted in a nonclinical, in-classroom setting, often with a focus on knowledge sharing
Clinical: instruction-related research with an experiential component
Curricular: research applied to nursing curriculum at the department or school/college level
Graduate: focus on research with students in nursing graduate programs.

3.4. Theory

The use of action research methodology to improve or enrich student learning in nursing education ranged from the individual instructor to the class as a whole and from lecture content to facilitating professional development. Research within the classroom involved student feedback that shifted the focus of lectures from the instructor to the students [ 36 ]; improved the structure and effectiveness of cooperative learning activities [ 37 ]; refocused course content from family health policy to clinical ethics [ 38 ]; incorporated artistic aspects of the humanities into two graduate-level nursing classes [ 39 ]; and helped deepen nursing students' understanding of the challenges of living in poverty [ 40 ]. Also, a participatory action research approach helped administrators better understand the needs of clinical facilitators who supervise student nurses which led to increased feedback and mentoring among facilitators [ 41 ]. The diversity in approaches, settings, and areas of focus demonstrate how action research can bring real and immediate improvements to nursing education courses.

As an example of how one article discusses the action research process, Smith-Stoner and Molle [ 37 ] sought to develop a systematic way of implementing cooperative learning in the nursing classroom using action research to evaluate their efforts. They wanted to determine if cooperative learning could improve learning outcomes. The authors cite several theoretical and action research definition sources and note that classroom action research was used. Their research progressed through four cycles of action followed by reflection, with student feedback serving as the data collected each step of the way. Meeting every two weeks, faculty reflected on their successes, challenges, and student reactions to the variation in instruction format. Limited dilemmas were reported and the action portion of the research involved changes in classes that was articulated and instituted. The reflection and discussion among the “actors” or coresearchers also encouraged learning about teaching. Implications for using cooperative learning with nursing students are identified.

3.5. Clinical

For the articles related to the clinical experience, the purpose of the action research design varied greatly. Research that included patients or the community allowed students to partner with parents who have children with disabilities [ 42 ] and to help a community prepare for a disaster [ 43 ]. Other articles involved working to improve communication between students and nurses in the clinical setting [ 44 ]; developing a new teaching strategy to improve therapeutic communication in nursing students [ 45 ]; designing a new clinical role to improve the theory/practice gap [ 46 ]; exposing students to working in long-term care [ 47 ]; developing interprofessional collaboration during simulation-based learning [ 48 ]; and applying new strategies for student evaluation. Some student evaluation strategies included a portfolio approach [ 49 ] and patient involvement in student evaluation [ 50 ]. Such a variety of situations and problems addressed by action research in the reviewed literature demonstrates how action research was used to increase nursing outcome knowledge in clinical aspects of nursing education.

Research on efforts to attract nursing students to aged care [ 47 ] provides an example of applying action research in a clinical setting. In order to overcome nursing students' perception of caring for the elderly as unattractive at best, researchers and nurse preceptors collaborated to create a more welcoming and supportive orientation for student nurses. Applying Kemmis' [ 51 ] definition of action research, Robinson and colleagues facilitated critical self-reflections and critique among the preceptors in order to “develop and implement strategies to address problem issues” (p. 356). The research processes are clearly described and demonstrate change over time. Data is collected and analyzed at each stage and presented in table form as quotes, combined with a set of recommendations. Dilemmas in conducting the research are not described, but the actions on the part of the researchers and nurse preceptors demonstrated a difference in student perceptions of aged care.

3.6. Curricular

Twenty-three articles in this review focused on the curricular aspects of nursing education. While resulting changes varied greatly, five general themes emerged in the use of an action research approach. First, concepts infused throughout the curriculum were often explored, including professional identity [ 52 ], caring [ 53 ], and cultural safety [ 54 ]. A second theme was action research that required collaboration and partnerships among hospitals and universities to advance the curricula [ 55 – 60 ]. Third, action research was used to initiate curricula change related to degree requirements [ 61 , 62 ] and assessment [ 49 , 63 , 64 ]. Fourth, a number of articles focused on making innovative curricular changes to address student or faculty concerns [ 65 – 70 ]. Action research was also used to focus on student selection [ 71 ] and retention [ 72 , 73 ] as well as encouraging student involvement in faculty research [ 74 ]. The large volume of articles in the literature suggests that the method is fluid enough to work with complicated problems that stretch beyond one course.

One research example that demonstrates change over time described a several year action research process that encouraged dialogue and identified outcomes related to involving practice partners in the educational process [ 56 ]. The study focused on perceived needs of practice partners to continue collaboration within the university despite no payment for clinical teaching and other services. Participatory action research was cited as the tradition or definition used in the research process. The many political and contextual variables related to payment and volunteer involvement by practitioners were identified through the process. The identification of these variables involved making frequent decisions about how to include the information from the many data sources such as meeting notes, discussions, interviews, reflective diaries and formal reports. The researchers also discussed continued attention to the “participatory” nature of the action research process used. The action aspect of the study identified the complex dialogue, the participatory process involved, and the possible strategies for university leaders to adopt in regard to continued collaboration with service partners.

3.7. Graduate

A majority of the curricular articles reviewed focus on undergraduate and certificate-level programs. The investigations into changes at the graduate level involved evaluation and development of graduate curricula with practice partners, students, and educators. Articles that focused on advanced-practice clinical or community health included using portfolios to prompt student self-evaluation of learning [ 63 ], developing a framework for organizational partnerships in midwifery education [ 55 ] and sharing qualitative data from meetings and focus groups in evaluating unpaid clinical supervision in a university setting [ 56 ]. Other graduate-related research included creating an alternative yet sustainable model of online learning through flexible curriculum design [ 75 ], critically examining the implementation of a specialist in nursing education postgraduate degree offered by 5 universities over 2.5 years [ 62 ]; integrating the humanities into graduate-level nursing education [ 39 ]; involving advanced-practice nursing students in faculty research [ 74 ]; incorporating research, evaluation, and reflection into daily teaching practice [ 38 ]; facilitating effective online student interactions [ 66 ]; mentoring young, emerging nursing leaders as a part of succession-planning [ 69 ]. These publications offer concrete examples of how an action research approach could enhance and enrich the graduate education experience.

A community health example of action research in nursing education outlines a very significant but difficult area to study using more traditional research approaches [ 67 ]. The authors describe a collaborative approach to developing course materials with community teaching partners and students while incorporating collaborative decision making and the various contexts involved with student experiences. The authors describe the research tradition of cooperative inquiry used and articulate the collaborative process between faculty, providers and students. Outcomes for the project include specific modules such as “Specialist Nursing in the Home” that was developed through dialogue between students and clinical teaching partners to assist students in learning about making clinical decisions together while employing knowledge of the home and neighborhood context. The outcomes of this project provides impetus for action for others interested in a similar topic and also provides examples of course modules. In action research methodology, both the process of the research and the product of the research provide knowledge and contribute to the “actionability” of the project. The process of this research provided many dilemmas, such as choosing the research tradition, concern about identifying outcomes, and time necessary for self-reflection among the researchers. Initially the group sought to include students and community practice partners in the self-reflective process, but due to the outside demands of time for these groups, the self-reflection component of the project included only nurse lecturers.

4. Conclusions

This review provides an overview of the use of action research in nursing higher education literature. Because a previous review of practice articles included no definition of action research for this field [ 33 ], a clear and actionable definition was conceived by the authors of this paper. The definition was based on both a review of action research definitions and a review of action research articles in nursing education. Many components of the definition were then used to critically evaluate the body of literature on action research in higher education. Many articles found in this search had a limited or nonexistent description of action research methodology or lacked a systematic data collection process and were therefore excluded.

Even though Newman [ 30 ] advocated early on for use of action research in nursing due to the direct connection to practice, limited use is evident in nursing education. Clear and reproducible examples guided by an action research definition are needed to spotlight the research potential in the types of instruction and critical evaluation projects nurse educators complete. And while many of the articles provide evidence of outcomes for nursing education, summarizing the existing literature was made more difficult by the myriad and diverse ways action research has been applied to nursing higher education. The following recommendations were formulated to facilitate the development of more outcome knowledge for nursing higher education:

Use the clear and actionable definition provided in this review for applying criteria for research development.
Use the definition to provide publishers and reviewers criteria for reviewing potential action research publications.
Develop and refine a method for efficiently and effectively sharing action research summaries for use in nursing education.

New knowledge to improve nursing higher education is needed and use of action research can help fill this gap. Through action research, variables such as context, collaboration with others, and change over time can be incorporated into the research. Enhancement of nursing education should include further development of effective knowledge transfer to clinical practice, process and outcome for interdisciplinary learning, best practices for learning about teaching for nursing professors, and skills for enabling use of research evidence for future clinicians. Some examples of possible action research projects that include current trends in healthcare include the following:

Nursing faculty and interdisciplinary community healthcare teams collaborating to identify student roles in health promotion for obesity
Within dedicated units in hospitals, nursing faculty and students, together with hospital staff develop clinical experiences across time that improve student learning while giving back to the unit
Community partners joining with nursing students and faculty to promote the needs of young children in lieu of an acute care pediatric experience.

A review of publications in nursing education literature on this topic resulted in narrative reporting in four topic areas: theory, clinical, curricular, and graduate. A nursing-education-centric definition of action research was created based on the nursing literature review and review of action research in many disciplines and then used to evaluate nursing literature. The definition can also be used for assessing potential action research publications. Many of the articles initially reviewed lacked either a clear methodology or systematic data collection. This article summarizes the literature reviewed and provides topics, processes, and outcomes related to several areas in nursing higher education. The descriptions and discussions of the four examples from each topic area can assist researchers in learning more about the complexity of both the action research process and the varied outcomes. Although guidelines for developing action research and criteria for publication are suggested through the definition, the continuing development of methods for synthesizing the research is also essential for knowledge development.

Competing Interests

The authors declare no competing interests.

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Use of Action Research in Nursing Education

Affiliations.

1 Department of Nursing, College of Nursing and Health Sciences, University of Wisconsin-Eau Claire, 105 Garfield Avenue, P.O. Box 4004, Eau Claire, WI 54702-4004, USA.
2 Vogel Library, Wartburg College, No. 225, 100 Wartburg Blvd, P.O. Box 1003, Waverly, IA 50677, USA.
3 Department of Nursing, College of Nursing and Health Sciences, No. 219 Nursing Building, University of Wisconsin-Eau Claire, 105 Garfield Ave, P.O. Box 4004, Eau Claire, WI 54702, USA.
4 Department of Nursing, College of Nursing and Health Sciences, University of Wisconsin-Eau Claire, 105 Garfield Avenue, P.O. Box 4004, Eau Claire, WI 54702-4004, USA; Center for Excellence in Teaching and Learning, University of WI-Eau Claire, Eau Claire, WI, USA.
PMID: 28078138
PMCID: PMC5203904
DOI: 10.1155/2016/8749167

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Literature review on the use of action research in higher education

2016, Educational Action Research

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Exploring the literature review

Literature review model: 6 steps.

Adapted from The Literature Review , Machi & McEvoy (2009, p. 13).

Your Literature Review

Step 2: search, boolean search strategies, search limiters, ★ ebsco & google drive.

1. Select a Topic

"All research begins with curiosity" (Machi & McEvoy, 2009, p. 14)

Selection of a topic, and fully defined research interest and question, is supervised (and approved) by your professor. Tips for crafting your topic include:

Be specific. Take time to define your interest.
Topic Focus. Fully describe and sufficiently narrow the focus for research.
Academic Discipline. Learn more about your area of research & refine the scope.
Avoid Bias. Be aware of bias that you (as a researcher) may have.
Document your research. Use Google Docs to track your research process.
Research apps. Consider using Evernote or Zotero to track your research.

Consider Purpose

What will your topic and research address?

In The Literature Review: A Step-by-Step Guide for Students , Ridley presents that literature reviews serve several purposes (2008, p. 16-17). Included are the following points:

Historical background for the research;
Overview of current field provided by "contemporary debates, issues, and questions;"
Theories and concepts related to your research;
Introduce "relevant terminology" - or academic language - being used it the field;
Connect to existing research - does your work "extend or challenge [this] or address a gap;"
Provide "supporting evidence for a practical problem or issue" that your research addresses.

★ Schedule a research appointment

At this point in your literature review, take time to meet with a librarian. Why? Understanding the subject terminology used in databases can be challenging. Archer Librarians can help you structure a search, preparing you for step two. How? Contact a librarian directly or use the online form to schedule an appointment. Details are provided in the adjacent Schedule an Appointment box.

2. Search the Literature

Collect & Select Data: Preview, select, and organize

AU Library is your go-to resource for this step in your literature review process. The literature search will include books and ebooks, scholarly and practitioner journals, theses and dissertations, and indexes. You may also choose to include web sites, blogs, open access resources, and newspapers. This library guide provides access to resources needed to complete a literature review.

Books & eBooks: Archer Library & OhioLINK

Books

Databases: Scholarly & Practitioner Journals

Review the Library Databases tab on this library guide, it provides links to recommended databases for Education & Psychology, Business, and General & Social Sciences.

Expand your journal search; a complete listing of available AU Library and OhioLINK databases is available on the Databases A to Z list . Search the database by subject, type, name, or do use the search box for a general title search. The A to Z list also includes open access resources and select internet sites.

Databases: Theses & Dissertations

Review the Library Databases tab on this guide, it includes Theses & Dissertation resources. AU library also has AU student authored theses and dissertations available in print, search the library catalog for these titles.

Did you know? If you are looking for particular chapters within a dissertation that is not fully available online, it is possible to submit an ILL article request . Do this instead of requesting the entire dissertation.

Newspapers: Databases & Internet

Consider current literature in your academic field. AU Library's database collection includes The Chronicle of Higher Education and The Wall Street Journal . The Internet Resources tab in this guide provides links to newspapers and online journals such as Inside Higher Ed , COABE Journal , and Education Week .

Search Strategies & Boolean Operators

There are three basic boolean operators: AND, OR, and NOT.

Used with your search terms, boolean operators will either expand or limit results. What purpose do they serve? They help to define the relationship between your search terms. For example, using the operator AND will combine the terms expanding the search. When searching some databases, and Google, the operator AND may be implied.

Overview of boolean terms


Search results will contain of the terms.	Search results will contain of the search terms.	Search results the specified search term.
Search for ; you will find items that contain terms.	Search for ; you will find items that contain .	Search for online education: you will find items that contain .
connects terms, limits the search, and will reduce the number of results returned.	redefines connection of the terms, expands the search, and increases the number of results returned.	excludes results from the search term and reduces the number of results.

Adult learning online education:	Adult learning online education:	Adult learning online education:

About the example: Boolean searches were conducted on November 4, 2019; result numbers may vary at a later date. No additional database limiters were set to further narrow search returns.

Database Search Limiters

Database strategies for targeted search results.

Most databases include limiters, or additional parameters, you may use to strategically focus search results. EBSCO databases, such as Education Research Complete & Academic Search Complete provide options to:

Limit results to full text;
Limit results to scholarly journals, and reference available;
Select results source type to journals, magazines, conference papers, reviews, and newspapers
Publication date

Keep in mind that these tools are defined as limiters for a reason; adding them to a search will limit the number of results returned. This can be a double-edged sword. How?

If limiting results to full-text only, you may miss an important piece of research that could change the direction of your research. Interlibrary loan is available to students, free of charge. Request articles that are not available in full-text; they will be sent to you via email.
If narrowing publication date, you may eliminate significant historical - or recent - research conducted on your topic.
Limiting resource type to a specific type of material may cause bias in the research results.

Use limiters with care. When starting a search, consider opting out of limiters until the initial literature screening is complete. The second or third time through your research may be the ideal time to focus on specific time periods or material (scholarly vs newspaper).

★ Truncating Search Terms

Expanding your search term at the root.

Truncating is often referred to as 'wildcard' searching. Databases may have their own specific wildcard elements however, the most commonly used are the asterisk (*) or question mark (?). When used within your search. they will expand returned results.

Asterisk (*) Wildcard

Using the asterisk wildcard will return varied spellings of the truncated word. In the following example, the search term education was truncated after the letter "t."

Original Search
adult education	adult educat*

	Results included: educate, education, educator, educators'/educators, educating, & educational

Explore these database help pages for additional information on crafting search terms.

EBSCO Connect: Searching with Wildcards and Truncation Symbols
EBSCO Connect: Searching with Boolean Operators
EBSCO Connect: EBSCOhost Search Tips
EBSCO Connect: Basic Searching with EBSCO
ProQuest Help: Search Tips
ERIC: How does ERIC search work?

★ EBSCO Databases & Google Drive

Tips for saving research directly to Google drive.

Researching in an EBSCO database?

It is possible to save articles (PDF and HTML) and abstracts in EBSCOhost databases directly to Google drive. Select the Google Drive icon, authenticate using a Google account, and an EBSCO folder will be created in your account. This is a great option for managing your research. If documenting your research in a Google Doc, consider linking the information to actual articles saved in drive.

EBSCO Databases & Google Drive

EBSCOHost Databases & Google Drive: Managing your Research

This video features an overview of how to use Google Drive with EBSCO databases to help manage your research. It presents information for connecting an active Google account to EBSCO and steps needed to provide permission for EBSCO to manage a folder in Drive.

About the Video: Closed captioning is available, select CC from the video menu. If you need to review a specific area on the video, view on YouTube and expand the video description for access to topic time stamps. A video transcript is provided below.

EBSCOhost Databases & Google Scholar

Defining Literature Review

What is a literature review.

A definition from the Online Dictionary for Library and Information Sciences .

A literature review is "a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works" (Reitz, 2014).

A systemic review is "a literature review focused on a specific research question, which uses explicit methods to minimize bias in the identification, appraisal, selection, and synthesis of all the high-quality evidence pertinent to the question" (Reitz, 2014).

About this page

EBSCO Connect [Discovery and Search]. (2022). Searching with boolean operators. Retrieved May, 3, 2022 from https://connect.ebsco.com/s/?language=en_US

EBSCO Connect [Discover and Search]. (2022). Searching with wildcards and truncation symbols. Retrieved May 3, 2022; https://connect.ebsco.com/s/?language=en_US

Machi, L.A. & McEvoy, B.T. (2009). The literature review . Thousand Oaks, CA: Corwin Press:

Reitz, J.M. (2014). Online dictionary for library and information science. ABC-CLIO, Libraries Unlimited . Retrieved from https://www.abc-clio.com/ODLIS/odlis_A.aspx

Ridley, D. (2008). The literature review: A step-by-step guide for students . Thousand Oaks, CA: Sage Publications, Inc.

Archer Librarians

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Contact a librarian directly (email), or submit a request form. If you have worked with someone before, you can request them on the form.

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Literature review on the use of action research in higher education

Social Work

Research output : Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	1 -20
Number of pages	20
Journal
DOIs
Publication status	Published - 2016

higher education
action research, literature review
reflective practice

Access to Document

10.1080/09650792.2015.1124046
http://? literature review on the use of action research in higher education
http://eprints.mdx.ac.uk/18490/

Fingerprint

Literature Reviews Social Sciences 100%
Staff Development Social Sciences 50%
Research Approach Social Sciences 50%
Practice Development Social Sciences 50%
Teaching Practice Social Sciences 50%

T1 - Literature review on the use of action research in higher education

AU - Gibbs, Paul

AU - Cartney, Patricia

AU - Wilkinson, Kate

AU - Parkinson, John

AU - Cunningham, Sheila

AU - James-Reynolds, Carl

AU - Zoubir, Tarek

AU - Brown, Venetia

AU - Barter, Phil

AU - Sumner, Pauline

AU - MacDonald, Angus

AU - Dayananda, Asanka

AU - Pitt, Alexandra

N2 - This literature review considers the use of action research in higher education. It specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both these core features of higher education, action research has proved to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

AB - This literature review considers the use of action research in higher education. It specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both these core features of higher education, action research has proved to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

KW - higher education

KW - action research, literature review

KW - reflective practice

U2 - 10.1080/09650792.2015.1124046

DO - 10.1080/09650792.2015.1124046

M3 - Article

SN - 1747-5074

JO - Educational Action Research

JF - Educational Action Research

Review article
Open access
Published: 30 November 2023

Flipped classroom in higher education: a systematic literature review and research challenges

Maria Ijaz Baig 1 &
Elaheh Yadegaridehkordi ORCID: orcid.org/0000-0003-1576-9210 2

International Journal of Educational Technology in Higher Education volume 20 , Article number: 61 ( 2023 ) Cite this article

8088 Accesses

3 Citations

2 Altmetric

Metrics details

Flipped learning has garnered substantial attention as a potential means to enhance student engagement, improve learning outcomes, and adapt to the evolving educational landscape. However, despite the growing interest and potential benefits of flipped learning, several challenges and areas of concern persist. This systematic literature review critically examines the implementation of the flipped classroom in higher education by focusing on the role of technologies and tools, pedagogical activities and courses, and existing challenges. Using a systematic approach, a total of 30 research articles published between 2014 and 2023 were chosen for the review. This study identified video creation tools, learning management systems (LMS), content repositories, collaborative platforms, podcasts, and online assessment tools as technologies that play a central role in the flipped classroom. Moreover, this study identifies specific pedagogical activities within different courses that contribute to the effectiveness of flipped learning in higher education. The implementation challenges that teachers and students may face in the flipped classroom were presented, and potential strategies to alleviate these challenges were provided. This study will contribute to a more comprehensive understanding of flipped learning's benefits, technologies and tools, challenges, and potential to improve higher education.

Introduction

The flipped learning approach has recently gained popularity as an educational innovation in educational technology, especially as it applies to higher education (Divjak et al., 2022 ). The most effective way to motivate students is by using technology-enhanced teaching methods that go beyond traditional lectures (Yıldız et al., 2022 ). Technology plays a crucial role in enhancing student engagement and satisfaction (Wang et al., 2019 ), with the flipped classroom model relying heavily on technology (Tomas et al., 2019 ). Flipping a classroom involves turning the usual classroom on its side (Güler et al., 2023 ). Outside of class, students are encouraged to actively learn new material by reading or watching recorded lectures. It demands that students retain and analyze the knowledge supplied for the class (Bachiller & Badía, 2020 ). The student is then asked to use what they have learned in class to complete group problem-solving exercises using peer instruction (Huang et al., 2023 ). As a result, students gain a deeper learning experience by gaining a comprehensive understanding of the subject matter. Compared to the conventional lecture approach, this form of learning is more dynamic and student-centered (Karjanto & Acelajado, 2022 ). A flipped classroom can reduce the amount of time spent lecturing, provide hands-on experience, and help students become more prepared and motivated for their studies (Jiang et al., 2022 ). As a result, it can also enhance students' academic performance, engagement with the material, and comprehension, as well as their self-assurance and critical thinking abilities (Mortaza Mardiha et al., 2023 ). Flipping the classroom offers time-pressed students the benefit of following course material at their own pace (Torío, 2019 ). Teachers provide pre-recorded videos for students to access, allowing them to adjust their learning pace and time based on their proficiency level. Teachers and students may both become more tech-literate (Huang et al., 2023 ). Additionally, a flipped classroom encourages student collaboration and offers additional chances for teacher-student engagement throughout the teaching and learning process (Güler et al., 2023 ).

Flipped learning in higher education offers a cost-effective, student-centered approach to accommodate growing enrollments and can mitigate funding and structural issues that prioritize faculty research over student learning (Zou et al., 2020 ). Meanwhile, it equips students with 21st-century skills needed for global challenges (Zhao et al., 2021 ) and knowledge needed to meet current market demand (Ng & Lo, 2022 ). The flipped classroom approach enhances critical thinking, teamwork, and problem-solving skills in real-world settings, enhancing learning, academic performance, and practical knowledge (Castedo et al., 2018 ; Rodríguez-Chueca et al., 2019 ; Sevillano-Monje et al., 2022 ). Students with strong academic backgrounds as well as a set of practical knowledge, skills, and abilities are always preferred by employers. Employers favor hiring people with the abilities and dispositions necessary to turn ideas into reality (Pattanaphanchai, 2019 ). Due to the obsolete teacher-centered teaching methodology, the traditional education system has failed to build crucial employability skills, behaviors, traits, and competences (Khan & Abdou, 2021 ). In the traditional teacher-centered teaching approach, the development of necessary abilities and inspiring students by personalizing learning around their interests are disregarded. Students are unable to put their theories into practice in a real-world working environment (Lopes et al., 2019 ). The above-mentioned problems with traditional teaching methods could be resolved by flipped learning. It involves students practicing theories and necessary skills in a variety of student-centered activities such as presentations, group activities, and hands-on activities while being guided by the instructors (Galway et al., 2014 ; McLean & Attardi, 2018 ).

Numerous systematic review studies on flipped classrooms have been published, covering a wide range of significant topics. These review studies have limited publishing coverage, focus on one learner category, or focus on a single academic field. Huang et al. ( 2023 ) suggested video tutorials for a systems programming course in a flipped classroom to enhance students' learning interest. Senali et al. ( 2022 ) provided the state-of-the-art in flipped classroom business and entrepreneurship education. Another review conducted by Divjak et al. ( 2022 ) highlighted the flipped classroom methods used during the pandemic. Jiang et al. ( 2022 ) summarized the studies in flipped language teaching by using articles from the social sciences citation index. Flipped learning in higher education is gaining popularity, but systematic literature review (SLR) is lacking on investigating technologies, pedagogical activities, and courses. This can be helpful for teachers to apply technology according to the nature of the course. Moreover, the identified pedagogical activities can be helpful for other teachers to enhance students learning. Furthermore, this study identifies the challenges of implementing flipped classrooms and provides recommendations on how to overcome them. The recommendations can be helpful for teachers and students to cope with issues related to the flipped classroom.

The research objectives (RO) for the study are presented as:

RO1: To analyze the role of technologies and tools that are being used in the flipped classroom to support teaching and learning in higher education.

RO2: To identify the pedagogical activities and courses that make flipped classrooms effective for higher education.

RO3: To identify the challenges of implementing flipped classrooms in higher education and how they can be overcome.

Review methodology

A method for analyzing, understanding, and assessing the plan is called a systematic review. It discusses the topic and relevant research issues. Understanding and evaluating the existing studies, are the goals of a systematic review.

The study follows Kitchenham and Charters' ( 2007 ) methodology, which includes six fundamental phases: review protocol, inclusion/exclusion criteria, search procedure, selection procedure, quality evaluation and extracting data and synthesizing. The objective aligns with the findings, and the study adheres to the SLR's planning, doing, and reporting steps for a comprehensive analysis.

Review protocol

The major goal of the review methodology is to lessen research bias. The likelihood of bias in the review is reduced by outlining the approaches in advance.

Inclusion and exclusion

Inclusion and exclusion criteria were established in order to make sure that only studies that are extremely relevant to this analysis are included (Table 1 ). Finding domain-relevant articles requires conducting a thorough keyword search. The titles, abstracts, and keywords were therefore searched for relevant terms. For this review, empirical research is taken into account. Continuous examination and revision of the work are benefits of an empirical method (Rodríguez-Chueca et al., 2019 ). It raises the standard and reliability of the research being done. In addition, English is the language that is read and written the most. Additionally, the flipped classroom trend became more widespread in 2014 (Galway et al., 2014 ; Li & Li, 2022 ). The analysis encompassed all relevant research that had been published in English between January 2014 and July 2023. This study's objective is to describe flipped classroom technologies, courses, and activities. Therefore, only studies that provide a detailed description of flipped classroom practices and methodologies are considered in this review.

Search procedure

The search process consists of two steps, namely manual search and automatic search. The primary studies of the flipped classroom and higher education sectors were initially located using a manual search. Science Direct, Taylor & Francis, MDPI, SAGE, Springer Link, Wiley, and IEEE Xplore were all thoroughly researched. They provide comprehensive coverage of journal and conference articles, ensuring a more thorough analysis of the subject (Kitchenham & Charters, 2007 ).

The search used a comprehensive set of keywords to minimize the risk of overlooking any crucial documents. Boolean operators were employed in the search queries to extract the most pertinent documents. In the first step of the search, combinations of (“flipped” OR “inverted”) AND (“classroom” OR “learning” OR “teaching” OR “pedagogy”) AND ("higher education" OR "higher education institute" OR “university” OR “universities”).

Kitchenham ( 2004 ) suggested conducting a manual screening of the primary study resources. Thus, a manual search through all of the initial research's references is also conducted in the second stage.

Selection process

The selection process is used to find research studies that respond to the review study's research questions. The selection process for the study is shown in Fig. 1 . An automatic search that used the keyword string yielded a total of 493 studies. The 405 studies were eliminated since they did not qualify as empirical research. Kitchenham and Charters ( 2007 ) suggested excluding pointless studies from the reviews. Therefore, inclusion and exclusion criteria were applied to the remaining 88 studies. As a result, 64 articles were deleted for failing to explain flipped classroom implementation, leaving 24 articles discussing it in higher education. The snowball method was applied to make sure the results of the automatic search were comprehensive. The second phase was conducting a manual Google Scholar search on all related papers (Fig. 1 ).

There were a total of 12 studies found while using Google Scholar. The 36 studies were subjected to the quality assessment requirements. The study included 30 relevant research articles after disqualifying 6 studies due to quality assessment criteria.

Assessing quality

According to Kitchenham and Charters ( 2007 ), the evaluation procedure is essential for determining the caliber of the study. The foundation of the evaluation process may be a component checklist or a series of questions. A list and a number of questions are used to assess each study's quality. This study established four quality measurement standards to evaluate the efficacy of each research endeavor. The following are the assessing quality (AQ) criteria:

AQ1. Does the study's topic address flipped learning in higher education?

AQ2. Did the author use an empirical method in this article?

AQ3. Does the paper mention the flipped classroom technology used?

AQ4. Does the article demonstrate how flipped learning is implemented?

The study evaluated the integrity of 36 selected papers using four assessment parameters: weak, medium, and high. The quality of each study was determined by summing its overall scores. A score of 2 was awarded for every requirement met, 1 for only a portion, and 0 for no fulfillment ( Appendix A ). Studies were classified as weak if their aggregate grade is less than 4, medium if it is exactly 4, and strong if it exceeds four. 6 studies were excluded due to non-compliance with the quality assessment standard.

Synthesis and extraction

The 30 studies were examined to complete the data extraction and synthesis. The essential data was then extracted after carefully reviewing the papers. The objective of this stage is to compile the required data from studies. Table 2 provides detailed descriptions of each item. The procedures for data synthesis and extraction are described in the upcoming sections.

Research findings

To analyze the role of technologies and tools that are being used in the flipped classroom to support teaching and learning in higher education (ro1).

A flipped classroom, a vibrant and collaborative learning environment, is a key component of technology integration in higher education (Günbatar, 2021 ). It enhances student engagement and academic results by incorporating interactive multimedia and digital platforms, such as simulations and gamification, into lesson plans (Yıldız et al., 2022 ). Previous studies utilized various tools and technologies, including video creation, learning management systems (LMS), content repositories, collaboration, podcasts, and online assessment, for teaching and learning in higher education (Table 3 ).

Video creation tools

It has been found that previous studies have used multiple tools for video creation. Park et al. ( 2018 ) study reported that Camtasia were used for video creation. TechSmith developed and released the Camtasia software package, also known as Camtasia. It is used for making and recording screencasts or direct recording plug-ins for Microsoft PowerPoint. Background narration and voice tracks can all be added individually or simultaneously with other multimedia recordings (microphone, camera, and system audio).

Steen-Utheim and Foldnes ( 2017 ) used video screencasts for developing course lectures. A screencast is a type of educational video that includes voice narration and screen recording, often a digital recording of a computer screen. These videos, similar to screenshots, are excellent for teaching or sharing concepts and are also known as screen capture videos or screen recordings.

Most of the studies reported that they uploaded videos to YouTube and the course-related website for student viewing (Al-Zahrani, 2015 ; Castedo et al., 2018 ; Park et al., 2018 ). Online video watching is made simple by the free video-sharing platform YouTube.

Learning management systems (LMS)

A learning management system (LMS) functions as a centralized platform for hosting and arranging educational information, such as videos, readings, assignments, and supplemental resources. Zou et al. ( 2020 ) study employed an interactive learning platform, namely Moodle. A learning management system (LMS) called Moodle is used to plan, carry out, and assess online training and education. Moodle is undoubtedly a popular LMS platform and is conceivably the most well-known of its sort. Moodle is used in universities and other sectors for blended learning, distance learning, flipped classrooms, and other online learning projects. Ng and Lo ( 2022 ) and Bachiller and Bada ( 2020 ) develop learning materials and videos and upload them on Moodle for students.

Mortaza Mardiha et al. ( 2023 ) used BigBlueButton software as an online learning system. BigBlueButton is a virtual classroom application created for online learning. The application, which may be accessed most frequently through different LMSs, offers analytics and engagement capabilities for teachers to communicate with their students remotely.

Lopes et al. ( 2019 ) employed MatActiva. The major objective of the mathematics project MatActiva, which was created on the Moodle platform, is to inspire students, encourage them to overcome their challenges through self-study, boost their confidence, and pique their interest in mathematics.

Online assessment tools

Online assessment tools have been developed to provide auto-evaluation, report generation, and even grading functions that speed up the typically lengthy marking process. It has been found that McLaughlin et al. ( 2016 ) employed clickers for in-class assessment. With the help of an interactive tool called a clicker, teachers can ask students questions and instantly compile and examine the entire class's responses. Multiple-choice questions are presented by instructors (verbally or via clicker software). Students enter their responses using remote transmitters. The technology instantaneously tabulates the results, which teachers can monitor and save.

Hao et al. ( 2016 ) used an instant response system in class. This system may evaluate student responses based on pre-set stored answers to swiftly produce a summary report of their findings. Students used an instant response system through smartphones, laptops, and tablets.

Sevillano-Monje et al. ( 2022 ) used Kahoot to create a questionnaire and test student’s knowledge. Kahoot is a Norwegian site that offers educational games. The platform offers educational games, or "Kahoots," which are user-created multiple-choice tests accessible through a web browser or the Kahoot application.

Content repositories and resources

A place where materials are kept is called a content repository. A Resource, on the other hand, is an artifact that aids in the learning process. McLaughlin et al. ( 2016 ) reported the use of Pharmaville and Pharmatopia for pharmacy students. Pharmville is a teaching tool that integrates real-world issues into undergraduate degrees, addressing the undervaluation of sciences and challenges in integrating information across disciplines. It provides context and supports the application of academic theory to students. Pharmatopia aims to provide problem-based pharmacy learning modules for universities and industry, utilizing a shared-practice model where educators create modules tailored to specific training needs.

McLaughlin et al.'s ( 2016 ) study utilized Khan Academy, which offers practice exercises, instructional videos, and a personalized learning dashboard for students to learn at their own pace.

Galway et al. ( 2014 ) employed NextGenU. The NextGenU free online learning platform, NextGenU.org, allows anybody to enroll in university- and graduate-level courses through reputable, approved institutions and organizations for personal interest or for free credit.

Yıldız et al.'s ( 2022 ) study highlighted the use of electronic books (e-books) for digital distribution and screen reading. E-books can be created from printer source files or from databases. Zhao et al. ( 2021 ) used printers for learning pre-class material.

Collaboration tools

Collaboration tools enable one-on-one and group communication, real-time messaging, group chat, file sharing, shared calendaring, and project management through voice and video. Li and Li ( 2022 ) used cloud classrooms on desktops and mobile devices for both students and teachers to collaborate. Cloud classrooms provide spaces for collaboration and facilitate communications between faculty and students. Khan and Abdou ( 2021 ) study reported the use of Zoom, Facebook, Gmail groups, and Google Drive.

Zoom and Facebook are communication platforms used for synchronous and asynchronous interactions. Zoom allows phone, chat, video, and audio interactions, while Facebook allows users to connect and share views, opinions, and content. Khan and Abdou ( 2021 ) used Facebook for educational purposes.

Google Groups enable students to communicate, create chat sessions, is invited to Google Meets, and share documents. Google Drive, a file syncing and storage service, allows data sharing and cloud storage.

The creation and dissemination of audio files is known as podcasting. Mortaza Mardiha et al. ( 2023 ) and Khan and Abdou ( 2021 ) used audio with PowerPoint slides for lectures. PowerPoint can record both video and audio simultaneously.

To identify the pedagogical activities and courses that make flipped classrooms effective for higher education (RO2)

Activity-based learning involves actively participating in various tasks or activities to learn (Zou et al., 2020 ). Activity-based learning involves students actively participating in tasks, enhancing problem-solving, logical reasoning, and imaginative thinking. This approach fosters meaningful experiences, promoting independent investigation and learning in a personal learning environment.

Flipped classrooms involve various activities that enhance students' understanding and collaboration. They improve retention of information and higher-order skills (Bachiller & Badía, 2020 ). Effective implementation depends on selecting appropriate learning activities based on the specific needs of the area (Wang & Zhu, 2019 ). Designing activities that align with the course content can better inspire and encourage students to enjoy their educational experience through activity-based learning. It assists students in learning and retaining information by encouraging active intellectual participation in the learning process. Through this process, students are able to recall and comprehend lessons based on their own experiences. The following sections provide information on pedagogical activities and courses that make flipped classrooms effective for higher education.

Accounting and management courses

The accounting and management domain contains a total of 7 (23.3%) courses presented in Table 4 . In this domain, multiple class activities were conducted, including multiple-choice questionnaires (MCQs), gamification competitions, online exercises, quizzes, multiple-choice-style game, problem solving cases, assignments, question and answer, assignments for hands-on practice, (e.g., Mortaza Mardiha et al., 2023 ; Ng & Lo, 2022 ).

In the classroom, students apply technology-based resources and cooperative learning methods to develop MCQs. Teachers use various technologies to solve problems and apply module content. Competitions, including gamification, test students' learning. Problem-solving case studies enhance writing, analytical abilities, teamwork, and communication skills in accounting and management curricula. This approach boosts and enhances student motivation (Ng & Lo, 2022 ). Multiple choices and online exercises effectively gauge accounting learning by providing immediate feedback and assessing cognitive ability beyond mere data memorization (Zhao et al., 2021 ). In accounting and management domain, students were able to clarify some "grey" concepts in their heads through discussion, and solve problems by asking questions. The teachers provided supervision and assistance in numerous conversations regarding certain assignments.

Science courses

The science realm contains a total of 5 (16.6%) courses. The domain involved various activities such as worksheet exercises, instructor discussions, debates, group discussions, online exercises, multiple-choice questions, assignments, and focused explanations (Karjsnto & Acelajado, 2022 ; Wang & Zhu, 2019 ).

Worksheets aid in assessing students' science knowledge, outcomes, and processes, while tracking progress. Encouraging scientific thinking through experimentation and worksheet completion can enhance participation (Steen-Utheim & Foldnes, 2017 ). Debates form the foundation for science courses, teaching students evidence-based reasoning, research conduct, idea generation, peer interaction, opposing viewpoints, and new judgments.

In science courses, group discussions provide students with a safe space to express their ideas and opinions, fostering a deeper understanding of the subject matter and enhancing their analytical skills and critical thinking abilities (Wang & Zhu, 2019 ).

Science blogging is an informal platform for sharing scientific knowledge and opinions. It helps students learn through quizzes, online exercises, and multiple-choice questions, aiding teachers in identifying areas for assistance and enhancing their understanding of the topic (Karjsnto & Acelajado, 2022 ; Wang & Zhu, 2019 ).

A focused explanation is necessary to accomplish specific goals (Yıldız et al., 2022 ). Therefore, in science courses, focused explanations and strategies are helpful to accomplish the objectives.

Arts and education courses

The art and education domain contained a total of 8 (26.6%) courses. In this realm, discussion, quizzes, MCQS and blank filling questions, mind map construction, online assignment, group’s discussion and debate were utilized for flipped class activities (Khan & Abdou, 2021 ; Sevillano-Monje et al., 2022 ). Discussion and debate in art and education enhance students' critical thinking skills by allowing them to process information rather than just consume it (Fraga & Harmon, 2015 ).

Quizzes, MCQs, and fill-in-the-blank exercises assess arts students' memory and comprehension of knowledge. They help students respond accurately and encourage critical thinking (Hao et al., 2016 ). Arts teachers can use these tools to assess concepts covered in class or reading materials.

A mind map is essentially used to "brainstorm" a topic and is an excellent method for arts students (Tomas et al., 2019 ). Mind mapping in arts and education courses facilitates assessment activities, allowing students to apply classroom learning and instructors to evaluate their progress through well-designed assignments (Sevillano-Monje et al., 2022 ).

Medical courses

The medical domain contained a total of 4 (13.3%) courses. This realm conducted several activities, including class debate, problem solving, quizzes and explanations, literature analysis, and debate on patient profiles (McLaughlin et al., 2016 ; McLean & Attardi, 2018 ).

Debates are crucial in the medical field for a thorough examination of topics, enabling evaluation, critique, and problem-solving (Galway et al., 2014 ). They also help medical students identify issues to resolve, as healthcare professionals constantly encounter new evidence and must distinguish reliable from unreliable.

Quizzes are beneficial in medical courses as they assess the class's understanding of concepts and help students identify their knowledge gaps (Van Vliet et al., 2015 ).

Moreover, literature analysis is important for medical courses. Medical students can develop their critical thinking skills through literature (McLaughlin et al., 2016 ). Literature can help to understand the viewpoint, the experiences, and the ailments of the patient better.

Debate on patient profiles enables tailoring interactions with patients and gives healthcare organizations a patient-centric emphasis. They also help gain a better understanding of their needs and preferences.

Engineering courses

The engineering domain contained a total of 6 (20%) courses. This realm conducted several activities, including design and simulation, problem solving and feedback, questions and exercises, practice (Castedo et al., 2018 ; Park et al., 2018 ).

Design simulation is necessary for engineering courses as it enables to validate and confirm the intended use of a product in development as well as the product's ability to be manufactured. The design simulation's objective is to assist students in producing an original, creative, and innovative animated engineering product (Park et al., 2018 ).

It helps engineering students employ moving components created using Autodesk Maya, simulated with it, and produced with 3D printers (Castedo et al., 2018 ).

For engineering courses, problem-solving, questions, and exercises are accomplished by putting a focus on science and technology, as they do with most disciplines. In an engineering course, problem-solving might entail creating innovations.

Discussion, exercises, and providing feedback to students were helpful for engineering courses. It improves students' learning, particularly in terms of higher-order thinking abilities like programming (Al-Zahrani, 2015 ). Compilation of the programming codes and practice in the computer lab can be helpful for students to thoroughly understand the topics.

To identify the challenges of implementing flipped classrooms in higher education and how they can be overcome (RO3)

Although flipped classrooms provide many benefits for educational settings, there are also some challenges to this method. This study identified a number of issues in implementing flipped classrooms and also reported how to overcome these obstacles (Table 5 ).

Time consumption

Despite the fact that there are many educational videos available online, some teachers report that they are having difficulty locating them or that they do not exactly correspond to what they want their students to learn (Hao et al., 2016 ). As a result, a lot of teachers try to make their own materials, which takes a lot of time and work. Therefore, flipping the classroom necessitates an increase in instructor preparation time during the initial transformation. Teachers are still struggling to flip large numbers of classes and maintain the effort necessary to enable student learning (Zou et al., 2020 ). Teachers have been criticized for claiming that the pre-class workload in flipped classrooms is more time-consuming than in traditional courses (Sevillano-Monje et al., 2022 ).

A teacher may not be able to create full course materials for a flipped class at once. It could be more feasible to focus on the half-course first and add related preexisting material initially. Another choice is for a group of teachers to create a course while working together to produce the material. Moreover, a teaching assistant can be provided to lessen the work load of the main teacher.

Instructors should estimate the time needed for traditional homework and plan their pre-class activities accordingly because a flipped course should have the same amount of work as a regular course. It is important to keep in mind that because students frequently stop and rewind videos, they will watch them for longer periods of time than the actual playtime. Therefore, the maximum amount of video content for each class should be 5–10 min.

Lack of motivation for pre-class work

Flipped classrooms face challenges in directing students to participate in pre-class learning activities, potentially reducing their effectiveness due to inadequate preparation, as teaching techniques heavily rely on pre-class tasks (Ng & Lo, 2022 ).

Gamification, an increasing trend in education, appears to boost student engagement and motivation (Yıldız et al., 2022 ). This method often includes awarding badges to students and monitoring their development on a leader board. Some learning management systems, like Moodle, have game components integrated right into them (Steen-Utheim & Foldnes, 2017 ). Additionally, there are third-party programs that provide every student access to an online activity that they can personalize as they accrue points by finishing pre-class assignments. This method will be helpful for teachers to motivate students for pre-class work.

Lack of guidance out of class

In traditional classrooms, students simultaneously ask questions if they face any difficulty in the lecture. However, during pre-class activities, several students complained that they were unable to ask questions. Unanswered queries can lead to misunderstandings or knowledge gaps, making in-class activities more challenging for students who frequently apply newly learned material in subsequent class time.

In a flipped classroom, students require more support outside of class because it is difficult to study the subject independently. Creating channels of communication for students to communicate with one another and their teacher outside of the classroom might be helpful. This may be accomplished with online discussion boards and many learning management systems, such as Moodle, chat forums, etc.

Quality of recorded lectures

Videos of pre-class education that are poorly made may unintentionally hinder learning. For instance, some students lose interest while watching lectures and stop halfway through (Li & Li, 2022 ). Other students express dissatisfaction with videos, saying they distance themselves from the teacher appearing on screen. They consequently observe inertly and overlook crucial ideas (Torio, 2019 ).

According to experts on multimedia learning, students watch videos for an average of ten minutes before losing interest. Therefore, longer topics should be divided into smaller ones. Additionally, more conversational videos will enhance engagement by fostering a deeper sense of connection between students and the teacher.

Lack of technological resources

Flipped classrooms utilize video conferencing, screencasting programs, and cloud-based platforms for teacher development and delivery (Mortaza Mardiha et al., 2023 ). However, poor quality, defective, and outdated ICT equipment can hinder implementation (Al-Zahrani, 2015 ; Bachiller & Badía, 2020 ). Students need internet access and a computer or mobile device at home for flipped learning, so ensuring technology accessibility is crucial for all students.

To get around this, teachers should set up a backup plan for all students, including what to do in the event that the internet is down or they are without a device.

Adoption of the flipped classroom

Teachers who were recently exposed to the flipped classroom could not comprehend the method or the benefits of the strategy (Galway et al., 2014 ; Lopes et al., 2019 ). Many students were unfamiliar with the flipped classroom method (Li & Li, 2022 ). It may make it difficult for them to grasp its benefits and adapt to new information outside of traditional classroom settings (Hao et al., 2016 ).

The demand for related training should rise as flipped and blended learning become more widespread. Training in lesson planning and video production could introduce new teachers to a wider range of teaching strategies and forge a stronger link between educational theory and practice (Tomas et al., 2019 ).

Teachers should establish a line of interaction with students before flipping to ensure they understand the benefits of the flipped classroom. Teachers should encourage students to express concerns, provide guidance, and provide specific directions for group work to reduce stress. They should also provide examples of effective video learning and group work.

Discussion and conclusions

The applicability of the flipped classroom in higher education was thoroughly assessed using SLR in this study. This study had three objectives to identify the flipped classroom technologies, activities according to courses, and implementation-related challenges. A set of criteria was utilized to extract relevant studies from Science Direct, Taylor & Francis, MDPI, SAGE, Springer Link, Wiley and IEEE Xplore and Google Scholar databases. Finally, a total of 30 papers that were released between January 2014 and July 2023 were chosen to be a part of this study. The summary of findings is illustrated in Fig. 2 .

Summary of findings

This study analyzed the technology and tools that are being used for flipped classrooms in the higher education sector. The findings revealed that most of the studies used tools for creating videos. In today's digital environment, tools for creating videos, such as Camtasia, screencasts, and YouTube, are crucial. Each of these technologies has a specific function and helps in different ways with content production, sharing, and communication. These instruments revolutionized education, communication, and ideas in the digital age (Ng & Lo, 2022 ). They enable higher education in ways that were never imagined producing, distribute, and engage with a variety of groups (Sevillano-Monje et al., 2022 ).

It has been found that the LMS significantly contributes to and supports flipped classroom learning. In a flipped classroom, students independently review their readings before class, and conversation, problem-solving, and active learning take place during that time. The flipped classroom model is made more effective by the LMS (Bachiller & Badía, 2020 ). It makes sure that both teachers and students have the resources and equipment they need to be successful in this cutting-edge pedagogical strategy (Mortaza Mardiha et al., 2023 ).

Online assessment tools are a helpful technology of the flipped classroom model. Clickers and instant response platforms like Kahoot provide real-time feedback and increased interactivity for both teachers and students (McLaughlin et al., 2016 ; Torio, 2019 ). They assist teachers in gauging students' comprehension of class materials and offer insightful information for customizing activities (Hao et al., 2016 ).

The flipped classroom concept relies on resources and content repositories for access to various educational materials such as Pharmaville and Pharmatopia, Khan Academy, NextGenU, and e-books, allowing learners to progress at their own schedule. It promotes diverse learning styles and fosters collaboration for data-driven improvements in teaching and learning (Yıldız et al., 2022 ). It has been found that creating podcasts via Microsoft PowerPoint has emerged as an important and powerful medium for flipped learning. It provides a variety of interesting, accessible content, making it a useful tool for learning, entertaining, and maintaining knowledge on a variety of subjects (Khan & Abdou, 2021 ). Students can participate in pre- and in-class discussions, ask questions, and share ideas using collaboration platforms like online classrooms, Zoom, Facebook, Gmail groups, and Google Drive (Li & Li, 2022 ). It ensures they are well-prepared for class and actively participate in productive discussions (Khan & Abdou, 2021 ).

Secondly, this study analyzed the pedagogical activities and courses that make flipped classrooms effective for higher education. The findings indicated that the accounting and management domain involves multiple activities like multiple-choice questionnaires, gamification competitions, online exercises, quizzes, and problem-solving cases. These activities align with the nature of accounting, a discipline that demands precision, critical thinking, and effective communication. They contribute to the enhancement of students' skills. The science realm involves activities like worksheet exercises, discussions, debates, group discussions, multiple-choice questions, assignments, and focused explanations. These activities offer benefits for students and educators. Science often involves complex problem-solving and the application of theoretical concepts. Thus, worksheet exercises provide valuable practice and application opportunities. Discussions encourage critical thinking, communication, and diverse perspectives, while debates require critical thinking, persuasive communication, and research. They provide a platform for students to analyze and debate various scientific concepts, fostering a deeper understanding of complex topics. Multiple-choice questions provide immediate feedback and help identify areas of weakness (Karjsnto & Acelajado, 2022 ). Focused explanations provide clarity, confidence, and personalized guidance, promoting personal growth and understanding of complex scientific concepts.

Flipped class activities in the art and education domains involve discussion, quizzes, multiple-choice questions, blank-filling questions, mind map construction, online assignments, group discussion, and debate. Discussions encourage critical thinking and a deep understanding of complex topics. In both the art and education domains, discussion is a valuable activity that makes the exchange of ideas and diverse viewpoints more effective. Quizzes and multiple-choice questions cover diverse content, requiring higher-order thinking skills (Li & Li, 2022 ). In art, they can evaluate students' understanding of art history, techniques, and concepts. In education, they serve as formative assessments to gauge students' comprehension of educational theories and practices. Mind maps are versatile tools that assist in analyzing art movements, brainstorming ideas, and visualizing complex educational theories. Group discussions and debates promote collaboration, critical thinking, and communication skills (Khan & Abdou, 2021 ). Such activities assist students in learning from one another's creative ideas. Meanwhile, aligning with the cooperative nature of teaching and learning, collaborative projects foster teamwork and the sharing of knowledge.

The medical domain courses involve activities like class debate, problem-solving, quizzes, literature analysis, and patient profile debates. Debates require medical students to think critically, analyze information, and develop persuasive arguments. Quizzes assess medical students' understanding, provide immediate feedback, and help them retain information (Van Vliet et al., 2015 ). Literature analysis requires critical thinking, writing skills, and empathy (McLean & Attardi, 2018 ). Patient profile debates help develop clinical reasoning skills, communication skills, ethical considerations, and teamwork. By incorporating these activities into the curriculum, the higher education sector can create dynamic learning environments that prepare medical students for success in academic and real-world contexts. Engineering courses utilize design, simulation, problem-solving, feedback, exercises, and practice activities to foster innovation, reduce risk, and improve practical skills (Günbatar, 2021 ). As a result, information retention and networking possibilities are improved. These activities fill the gap between academic knowledge and practical application.

Finally, this study focused on the challenges associated with the execution of flipped classrooms in higher education and proposed strategies to overcome these challenges. The identified challenges include time consumption, lack of motivation for pre-class work, lack of guidance out of class, quality of recorded lectures, lack of technological resources, and adoption of the flipped classroom. Despite these challenges, the flipped classroom model is often a valuable approach that enhances student learning. Therefore, with careful planning, support, and ongoing assessment, these challenges can often be mitigated or overcome.

Limitations and directions for future research

This study obtained articles from well-reputed databases and publishers, including Science Direct, Taylor & Francis, MDPI, SAGE, Springer Link, Wiley, IEEE Xplore, and Google Scholar. Even though these sources cover a broad spectrum of scholarly literature, future studies can include additional databases and publishers in order to ensure more comprehensive coverage of the available literature. This study mainly focused on flipped learning in the higher education sector. Future studies may expand the scope by examining the efficiency and effectiveness of flipped classrooms in other educational settings such as school, training and professional development, and vocational and technical education, as the educators and students may have distinct expectations.

This study analyzed the tools and technologies that are being used in higher education. Future studies can analyze the developments in flipped classroom technology that are influenced by a variety of factors, including pedagogical research, developing technologies, and changing demands on both students and teachers. This study did not explore the implementation of cutting-edge technologies such as augmented reality and artificial intelligence in flipped classrooms. Future studies can focus on such technologies and their impact on student engagement and success. Future investigations can also focus on the application of augmented reality and artificial intelligence to fulfill the unique learning needs and expectations of various academic majors and courses within the context of flipped classrooms. Additionally, the adoption and effectiveness of flipped classrooms can differ across different cultures and geographical regions. This study has not explicitly considered such variations. Therefore, examining the influence of cultural and geographical factors on the outcomes of flipped classrooms is recommended in future studies.

This study identified the pedagogical activities and courses in the flipped classroom. The future of flipped classroom course activities can be shaped by a blend of innovative technologies, pedagogical research, and a focus on enhancing the learning experience for students. Future studies can investigate how instructors can tailor pedagogical activities to match specific learning objectives and student needs in different subject areas by assessing the adaptability of these activities across various disciplines. Finally, this study primarily reported the immediate outcomes of using flipped classrooms in higher education. Future longitudinal studies are recommended to trace the effectiveness of this pedagogical approach on students' learning, success, and retention rates in the long-term.

Research implication

This investigation can shed light on the current state of flipped learning as an emerging educational approach and its implications for teaching and learning. This study can help researchers, educators, and institutions better understand how flipped learning is being implemented, its impact on students and instructors, and its potential benefits and challenges.

The identified flipped classroom technologies have numerous implications for educators, researchers, and institutions. The identified technologies (e.g., Camtasia and Screencast) for flipped classrooms can be helpful for educators to tailor content according to student needs. Educators can provide additional resources for struggling students and challenge more advanced learners accordingly. In flipped classrooms, technology (such as clickers and instant response) can automate assessment and provide quick feedback. These can allow educators to spot problem areas and modify their instruction accordingly. Flipped classroom technology can be implemented at scale, making it a cost-effective solution for institutions looking to improve teaching and learning outcomes. Moreover, researchers can explore the effectiveness of the indicated technologies to see what works best for different subjects and student populations.

Through research, educators can gain insights into effective strategies for using flipped learning in their classrooms, and institutions can make informed decisions about adopting and supporting this pedagogical approach. The analysis of flipped classroom technologies can direct pedagogical approaches and resource allocation, eventually influencing how higher education develops in the future. The results of the study will show the extent to which technology is integrated into higher education for the purpose of flipped learning. In this way, institutions can better plan to use technologies that work well in flipped classrooms in order to maintain their competitiveness and deliver high-quality instruction. Resources may need to be set aside by universities and colleges to train teachers in the efficient use of these technologies. Programs for faculty development, workshops, and continuous assistance for teachers are needed to make the most of these tools. Meanwhile, understanding the technologies being used can affect how curriculum is designed. Lecturers and curriculum designers can match their courses with the flipped classroom model by incorporating technology-friendly content and activities into their lessons.

Secondly, this study explored the pedagogical activities and courses that make flipped classrooms effective for higher education. Recognizing that different subject domains may require distinct pedagogical activities highlights the importance of tailoring teaching strategies to suit the nature of the course. New teachers can benefit immensely from this insight as it encourages them to avoid conventional way of teaching. They can adapt their teaching methods to align with the specific content and learning goals of their courses. This can lead to effective resource allocation. When teachers are aware of which activities are most effective for particular subjects, they can allocate their time and resources more efficiently. This knowledge allows them to focus on developing and implementing activities that are known to work well for their subject matter, optimizing the learning experience for their students. The right class activity provides the structure that will allow students to build on what they have already learned. This approach will ultimately result in increased student participation, greater comprehension, and better information retention.

It has been found that gamification activities can be an effective flipped classroom strategy in accounting and management courses. Educators can design gamification activities in a manner to reinforce important ideas, promote critical thinking, and make learning memorable for students. In science courses, problem-solving-based activities were found to be very important. Educators can design the problem-solving activity, ensuring it is engaging and interactive. Educators can consider various formats, such as case studies, experiments, simulations, or research projects. It has been found that interactive activities can improve art and education courses by encouraging student creativity and a deeper comprehension of artistic ideas. Institutions and educators can provide online resources for students to experience virtual museum tours and art galleries. Students can talk about well-known pieces of art, styles, and artists. Additionally, institutions might schedule routine art critique events where students can exhibit their work and get input from their peers.

It has been observed that a literature analysis helps students understand the current state of knowledge in a particular medical area, ensuring that their practice is evidence-based. Therefore, institutions can provide free access to databases and journals to medical students. It has been found that computer-based practice exercises hold significant importance for engineering courses. Educators can organize the computer-based practice exercises with a clear structure. Educators can employ multimedia components including simulations, and augmented reality to illustrate questions in computer-based tasks.

Lastly, the identification of challenges in implementing flipped classrooms serves as a roadmap for future research endeavors. Other researchers can use these challenges as a starting point to investigate specific issues in greater detail. This can lead to more targeted and experimental studies aimed at finding practical solutions. Educational institutions can use the identified solutions as a basis for professional development. They can provide training and resources to better incorporate flipped classroom techniques and overcome challenges. Meanwhile, institutions can allocate resources to support the implementation of the identified solutions. This can include investing in technology and creating support structures for students to navigate challenges successfully. The identified solutions can contribute to the creation of more conducive learning environments. Students and teachers can implement these solutions to manage challenges effectively, resulting in a more productive and engaging learning experience. Finally, the solutions offered can have a direct impact on student success. Effective management of challenges by students and teachers can lead to better comprehension of course material, and increased academic achievement.

Availability of data and materials

This is a review paper and all data has been presented throughout the paper.

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Department of Information Systems, Faculty of Computer Science and Information Technology, University of Malaya, 50603, Kuala Lumpur, Malaysia

Maria Ijaz Baig

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Elaheh Yadegaridehkordi

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Appendix A. Assessing quality results

No.	AQ1	AQ2	AQ3	AQ4	Score
1	2	2	2	2	8
2	1	2	2	2	7
3	2	2	1	2	7
4	2	0	2	2	6
5	2	2	2	2	8
6	2	2	2	2	8
7	2	2	2	2	8
8	2	2	2	2	8
9	2	2	2	2	8
10	2	2	2	2	8
11	2	2	2	2	8
12	2	1	2	2	7
13	2	2	2	2	8
14	2	2	2	2	8
15	2	2	2	2	8
16	2	2	2	2	8
17	2	2	2	2	8
18	2	2	2	2	8
19	2	2	2	2	8
20	2	2	2	2	8
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Baig, M.I., Yadegaridehkordi, E. Flipped classroom in higher education: a systematic literature review and research challenges. Int J Educ Technol High Educ 20 , 61 (2023). https://doi.org/10.1186/s41239-023-00430-5

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DOI : https://doi.org/10.1186/s41239-023-00430-5

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Flipped classroom
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literature review on the use of action research in higher education

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Literature review on the use of action research in higher education

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Original language	English
Pages (from-to)	3-22
Number of pages	20
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Volume	25
Issue number	1
DOIs
Publication status	Published - 1 Jan 2017
Externally published	Yes

Higher education
action research
literature review
reflective practice

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10.1080/09650792.2015.1124046

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action research Social Sciences 100%
literature Social Sciences 46%
research approach Social Sciences 35%
research practice Social Sciences 35%
education Social Sciences 34%
teaching practice Social Sciences 33%
staff Social Sciences 22%
student Social Sciences 9%

T1 - Literature review on the use of action research in higher education

AU - Gibbs, Paul

AU - Cartney, Patricia

AU - Wilkinson, Kate

AU - Parkinson, John

AU - Cunningham, Sheila

AU - James-Reynolds, Carl

AU - Zoubir, Tarek

AU - Brown, Venetia

AU - Barter, Phil

AU - Sumner, Pauline

AU - MacDonald, Angus

AU - Dayananda, Asanka

AU - Pitt, Alexandra

PY - 2017/1/1

Y1 - 2017/1/1

N2 - This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

AB - This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

KW - Higher education

KW - action research

KW - literature review

KW - reflective practice

U2 - 10.1080/09650792.2015.1124046

DO - 10.1080/09650792.2015.1124046

M3 - Journal Article

SN - 0965-0792

JO - Educational Action Research

JF - Educational Action Research

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Literature review on the use of action research in higher education
The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central ...
Literature review on the use of action research in higher education
Abstract. This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic ...
Action Research in Higher Education: A Critical Review of the Literature
Abstract. This literature review intends to gain an understanding of the existing research and debates relevant to action research in higher education (HE). It discusses the rationale for ...
A scoping review of action research in higher education: implications
Research-based teaching and action research. According to McTaggart (Citation 1994), action research is 'a broad church' (p. 314), and the same may be said about research-based teaching.As argued by Griffiths (Citation 2004), 'providing a common setting for both research (knowledge advance) and teaching (the education of practitioners), universities open up possibilities for different ...
Literature Review on the Use of Action Research in Higher Education
Source: Educational Action Research, Vol. 25, No. 1, 3-22, 2017 (Reviewed by the Portal Team) This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement. Action research and pedagogic research
PDF Literature Review on the Use of Action Research in Higher Education
Literature Review on the Use of Action Research in Higher Education The centrality of students as fee paying customerts, besides based on the value of their fees, has focused UK Government policy in the higher education sector on the importance of the quality of teaching and rates of retention.
Action Research and Systematic, Intentional Change in Teaching Practice
By tracing action research literature across four subject areas—English language arts (ELA), mathematics, science, and the social studies—it reflects contemporary emphasis on these subjects in the public school "core" curriculum and professional development literature (Brady, 2010) and provides a basis for comparative analysis.The results contribute to the scholarship of teaching ...
Action research in graduate teacher education: a review of the
The treatment of action research with respect to 'traditional' research in the academy is also discussed. Three goals for action research in graduate teacher education emerged from the review: action research as reflection; action research as participatory, critical inquiry; and action research as preparation for teacher leadership.
Literature review on the use of action research in higher education
Abstract This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action ...
PDF Action research in graduate teacher education: a review of the
Action research in graduate teacher education: a review of the literature 2000-2015. Michelle Vaughan* and Gail Burnaford. Department of Curriculum, Culture and Educational Inquiry, Florida Atlantic University, Boca Raton, FL, USA. (Received 26 January 2015; accepted 11 June 2015) This review explores the goals and challenges as well as the ...
Use of Action Research in Nursing Education
The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action ...
Use of Action Research in Nursing Education
Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on ...
Literature review on the use of action research in higher education
Keywords: higher education; action research, literature review; reflective practice 1 Literature Review on the Use of Action Research in Higher Education The centrality of students as fee paying customerts, besides based on the value of their fees, has focused UK Government policy in the higher education sector on the importance of the quality ...
Determining factors of access and equity in higher education: A
There are several reasons to review access and equity in HE research. First, most of the research on this topic to date has mainly focused on two areas: policy and quantitative data (Jia and Ericson, 2017; Leach, 2013).Second, previous research about this topic has been scattered among countries, based on disadvantaged student criteria and policy or programs that the government had to support ...
Student-driven teaching and educational action research combined: an
Action research in higher education is often used in building knowledge about teaching and learning practices. It is often described as a response or a counterargument to ... a literature review on the use of action research in higher education, Gibbs et al. (2017) identified two main areas focusing on 1) teaching development through ...
Literature Review on the Use of Action Research in Higher Education
This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has ...
Participant perspectives on action learning in higher education: a
DOI: 10.1080/14767333.2024.2355912 Corpus ID: 270031526; Participant perspectives on action learning in higher education: a framework for learning @article{Ruane2024ParticipantPO, title={Participant perspectives on action learning in higher education: a framework for learning}, author={Meadbh Ruane and Sandra Corlett}, journal={Action Learning: Research and Practice}, year={2024}, url={https ...
Action Research: Literature Review
In The Literature Review: A Step-by-Step Guide for Students, Ridley presents that literature reviews serve several purposes (2008, p. 16-17). Included are the following points: Historical background for the research; Overview of current field provided by "contemporary debates, issues, and questions;" Theories and concepts related to your research;
Literature review on the use of action research in higher education
N2 - This literature review considers the use of action research in higher education. It specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement.
Teacher Agency for Change and Development in Higher Education: A
In response to this literature gap, our study adopts a scoping review approach to comprehensively map the existing literature, identify gaps, and re-examine the conceptualization of teacher agency. To the author's best knowledge, there has been one literature review on tertiary lecturers' professional agency by Hinostroza (2020) .
Use of Action Research in Nursing Education
The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action ...
Flipped classroom in higher education: a systematic literature review
This systematic literature review critically examines the implementation of the flipped classroom in higher education by focusing on the role of technologies and tools, pedagogical activities and courses, and existing challenges. Using a systematic approach, a total of 30 research articles published between 2014 and 2023 were chosen for the review.
Student-driven teaching and educational action research combined: an
In a literature review on the use of action research in higher education, Gibbs et al. (Citation 2017) identified two main areas focusing on 1) teaching development through researching one's own teaching practice and 2) student engagement through the co-creation of learning environments. Our study aims to address both areas.
Literature review on the use of action research in higher education
This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement.

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