There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.

The use of flipped classrooms in higher education: A scoping review

Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education

In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in Portuguese and Spanish. We identify five sub-areas of research, important trends of development, and illustrate them using case studies: mobile technologies, massive open online courses (MOOCs), digital libraries and designing learning objects, collaborative learning using digital technology, and teacher training using blended learning. These examples of case studies may help the reader to understand how recent developments in this area of research have evolved in the last few years. We conclude the report discussing some of the implications that these digital technologies may have for mathematics education research and practice as well as making some recommendations for future research in this area.

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Blended learning, e-learning and mobile learning in mathematics education

E-learning has become an increasingly important learning and teaching mode in recent decades and has been recognized as an efficient and effective learning method. The rapidly rising number of Internet users with smartphones and tablets around the world has supported the spread of e-learning, not only in higher education and vocational training but also in primary and secondary schools. E-learning and traditional distance education approaches share the emphasis on “any time, any place” learning and the assumption that students are at a distance from the instructor. The design of the initial e-learning courses tended to replicate existing distance education practice based on content delivery. However, long textual lectures were clearly not suitable for the online environment. These early insights guided the development of e-learning (technical and pedagogical) and emphasized the need for communication and interaction. B. Gros Universidad de Barcelona, Barcelona, Spain e-mail: bgros@ub.edu F.J. García-Peñalvo Universidad de Salamanca, Salamanca, Spain e-mail: fgarcia@usal.es Gros, B., & García-Peñalvo, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. In M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (pp. 1-23). Switzerland: Springer International Publishing. doi:10.1007/978-3-319-17727-4_67-1 E-learning describes learning delivered fully online where technology mediates the learning process, teaching is delivered entirely via Internet, and students and instructors are not required to be available at the same time and place. E-learning practices are evolving with the mutual influence of technological e-learning platforms and pedagogical models. Today, the broad penetration and consolidation of e-learning needs to advance and open up to support new possibilities. Future e-learning should encompass the use of Internet technologies for both formal and informal learning by leveraging different services and applications. The purpose of this chapter is to provide a general analysis of the evolution and future trends in e-learning. The authors intend to summarize findings from contemporary research into e-learning in order to understand its current state and to identify the main challenges in the technological and pedagogical affordances of e-learning.

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Future Trends in the Design Strategies and Technological Affordances of E-Learning

In the current study, the aim is to determine the effect of flipped classroom model on students’ classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test quasi-experimental design with control group was applied. The experimental group was lectured with flipped classroom model whereas the courses were carried out based on the current curriculum in the control group. In the current study, descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. It was concluded that there is a significant difference between the pre-test and post-test scores of the experimental group whearas there is no significant difference between the pre-test and post-test scores of the control group. Finally, teachers can be suggested to use flipped classroom model to enhance classroom engagement.

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The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English.

For a growing number of schools and districts, the hottest thing in education improvement is "flipped learning," the idea that technology, properly exploited, can push a lot of basic learning outside school walls, creating room and time for deeper, more personalized instruction within. Though details vary considerably, a flipped classroom is fundamentally about upending time on task. Instead of holding forth at the front of a classroom—the traditional notion of the "sage on a stage"—teachers convert their lectures to videos, slide shows, or audio lessons that can be watched by students at home or elsewhere via the Internet or other information transfer tools, such as DVDs and thumb drives. With lectures out of the classroom, teachers are free to use time during the school day for more individualized instruction, labs, and projects to promote and motivate deeper learning. In the parlance of flipped-learning advocates, teachers become "guides on the side," shepherding students in charge of their own learning. "The difference I see is that I am not collecting pieces of paper from students to indicate that they have 'done their homework,'" says Dalia Zygas, a 30-year veteran who flipped her chemistry class at West Leyden High School in Northlake, IL.

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