Social Climate in Higher Education: A Review of Literature on Flipped Learning Pedagogy
Abstract: When flipped learning was popularized at the beginning of the 21st-century, it received mixed reviews particularly on its effectiveness among educators. Early literature on flipped learning focused on student satisfaction, engagement, and achievement. However, little is known regarding the social climate in flipped learning environments. As the social climate of learning environments could influence the behavior and learning outcomes of students, a review of relevant literature was undertaken to develop a deeper understanding of this aspect of flipped learning. This review shows that the perception of the social climate of flipped environments varies from that of traditional lecture environments. Particularly, the areas of involvement, personalization, student cohesion and individualization were perceived to be more positive in flipped learning environments. The review also discusses the potentials and issues of flipped learning in the higher education.
Presider: Debra Bauder, University of Louisville