A Systematic Review of the Impact of Flipped Learning on the Emotional Attributes of College Students

Abstract

Flipped learning is an innovative instructional approach where students engage in typical learning tasks before class, while class time is focused on collaborative discussions, problem-solving, and student involvement. It utilises technology to facilitate reverse teaching approaches, transform traditional practices in higher education by allowing students to engage in learning, and foster both personal and professional growth. To assess the possibility of improving access to higher education using flipped learning methods, this systematic review employed the Preferred Reporting Item for Systematic Reviews and Meta-Analytics (PRISMA) procedure to examine how the emotional aspects were affected by the flipped learning methodology. The researchers conducted a literature search on items published between 2014 to 2023 using Publish or Perish (POP) and analysed by identifying, screening and focusing on the top 200 relevant results. Prior studies have demonstrated the notable influence of the flipped learning method on the emotional state of college students, specifically in terms of their level of engagement, motivation, and self-efficacy. Nevertheless, this study proposes that flipped learning, a form of blended learning, holds significant promise as a substitute for a humanistic and student-centred approach in higher education, benefiting students, lecturers or instructors, and parents.