Flipped Classroom in Higher Education —A Bibliometric Analysis

    Zhong Linling ,Rohaya Binti Abdullah

    Abstract

    This review aims to have a better understanding of the flipped classroom's research status and trends in higher education from 2012 to 2021. This review will be accomplished by bibliometric analysis of 670 papers collected from the Scopus database on 2021 July 14th. The purpose of this research is to examine the publishing trend and geographic distribution, the contribution and collaboration of various nations, the most influential authors and publications, and the most often repeated author keywords and under-explored issues. The data indicated an increasing trend in overall publication production from 2012 to 2020, with 72 nations publishing publications on flipped classroom research in higher education. Among them, the United States, Spain, Australia, and China have all contributed significantly to publishing studies on flipped classroom research. Additionally, the US, Australia, and China were the three nations with the highest level of collaboration with other countries when overall connection strength was considered. Additionally, O'Flaherty and Phillips were identified as the most influential writers of highly referenced publications in the poll. The most frequently repeated author keywords were flipped learning, active learning, blended learning, MOOC, and e-learning, indicating that these were the primary themes of flipped classroom research in higher education over the previous nine years, while less frequently repeated author keywords included academic performance, learning experience, and self-regulation. The findings may aid academics in determining the state of the study and identifying research hotspots in the field of flipped classrooms in higher education. Additionally, it may assist in identifying some future study directions for flipped classroom higher education and guide future flipped classroom higher education research.

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