A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy
In recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, becoming more i...
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MDPI AG
2025-05-01
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| Series: | Trends in Higher Education |
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| Online Access: | https://www.mdpi.com/2813-4346/4/2/22 |
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| author | Héctor Galindo-Domínguez Maria-José Bezanilla |
| author_facet | Héctor Galindo-Domínguez Maria-José Bezanilla |
| author_sort | Héctor Galindo-Domínguez |
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| description | In recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, becoming more independent and autonomous. To investigate whether the use of Flipped Classroom can help students become more autonomous, a systematic review was conducted using the PRISMA method, searching through major national and international databases. A total of 38 studies (n = 2420 students) were collected and classified based on the validity of the research design employed. The analyses revealed that although Flipped Classroom can contribute to the development of students’ learning autonomy, there are certain doubts regarding this assertion, as results from studies with higher validity point to mixed outcomes. In order to obtain a more accurate understanding of reality, it is highly recommended that future studies examining the impact of the Flipped Classroom methodology on students’ learning autonomy address the limitations found in the literature, such as the scarcity of longitudinal designs with randomized control groups, the lack of studies conducted in non-university stages, and the small quantity of participants used in interventions. |
| format | Article |
| id | doaj-art-75615bbc435d4e7b986dc444c4fb3c70 |
| institution | Kabale University |
| issn | 2813-4346 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Trends in Higher Education |
| spelling | doaj-art-75615bbc435d4e7b986dc444c4fb3c702025-08-20T03:24:36ZengMDPI AGTrends in Higher Education2813-43462025-05-01422210.3390/higheredu4020022A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ AutonomyHéctor Galindo-Domínguez0Maria-José Bezanilla1Department of Didactics and School Organization, Faculty of Education and Sports, University of the Basque Country, 01006 Vitoria-Gasteiz, SpainDepartment of Education, Faculty of Education and Sports, University of Deusto, 48007 Bilbao, SpainIn recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, becoming more independent and autonomous. To investigate whether the use of Flipped Classroom can help students become more autonomous, a systematic review was conducted using the PRISMA method, searching through major national and international databases. A total of 38 studies (n = 2420 students) were collected and classified based on the validity of the research design employed. The analyses revealed that although Flipped Classroom can contribute to the development of students’ learning autonomy, there are certain doubts regarding this assertion, as results from studies with higher validity point to mixed outcomes. In order to obtain a more accurate understanding of reality, it is highly recommended that future studies examining the impact of the Flipped Classroom methodology on students’ learning autonomy address the limitations found in the literature, such as the scarcity of longitudinal designs with randomized control groups, the lack of studies conducted in non-university stages, and the small quantity of participants used in interventions.https://www.mdpi.com/2813-4346/4/2/22Flipped Classroomautonomyteaching/learning strategiesself-determination theoryactive methodologies |
| spellingShingle | Héctor Galindo-Domínguez Maria-José Bezanilla A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy Trends in Higher Education Flipped Classroom autonomy teaching/learning strategies self-determination theory active methodologies |
| title | A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy |
| title_full | A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy |
| title_fullStr | A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy |
| title_full_unstemmed | A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy |
| title_short | A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy |
| title_sort | critical systematic review of the impact of the flipped classroom methodology on university students autonomy |
| topic | Flipped Classroom autonomy teaching/learning strategies self-determination theory active methodologies |
| url | https://www.mdpi.com/2813-4346/4/2/22 |
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