Promoting student engagement and preparation in flipped learning’s pre-class activities - a systematic review

Abstract

Flipped learning is an instructional model with core features of pre-class learning followed by in-class practice of knowledge through active and collaborative learning. Flow ever, non-compliance with pre-class activities is a commonly cited challenge in flipped learning, where a lack of student engagement leads to insufficient pre-class preparation, diminishing flipped learning’s intended benefits significantly as the students will then not participate well in the in-class activities. It lends consideration to the potential obstacles and solutions in increasing students ’ engagement in pre-class learning, paving the way to pre¬class learning compliance to achieve the full potential of flipped learning in improving students ’ learning outcomes. This study uses systematic literature review with qualitative content analysis to identify three main areas, namely technological, pedagogical, and student perceptions, to instill optimal conditions to promote pre-class engagement and preparation.