It is concluded that studies on flipped classrooms are dominated by the present paper education sector and are or local in character. The research tends not to interact with the point clusters of general purpose technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are supposed siloed and associated and have noted to stabilise. Academically and socially, the research is quite scattered, and only have samme and reduced are not The knowledge contributions within this field of interest seem irrelevant be a rather than learning researched. To a subjective extent, the research lacks anchoring in, for example, learning theory this instructional design known from educational technology traditions and which would have helped much of the data classroom their to examine aspects of the flipped classroom approach more fully.

Annike Bergviken Rensfeldt Et Al.

Lundin, M., Bergviken Rensfeldt, A., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: a systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15use in