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. However, 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 instil optimal conditions to promote pre- class engagement and preparation.