Team-based and Collaborative Learning Studies in Flipped Classrooms: A Scoping Review in Higher Education

Document Type : Review Article


1 Educational Management, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

2 Department of Educational Administration and Planning, Faculty of Education & Psychology, Shiraz University, Shiraz, Iran


Background: Flipped or reverse class model is a new educational method which created a great revolution in education, significantly higher education, based on new technologies.The flipped class is based on the reliable theoretical foundations and represents a unique combination of learning theories. Team-based and collaborative
learning is very inclusive and uses peer evaluation and immediate feedback to ensure individual and team responsibility to promote the learning outcomes. This study aims to provide a scoping of research studies conducted connected to flipped classroom based on team-based and collaborative learning.
Methods: This study used a scoping review method to identify, evaluate, and analyze studies on flipped classrooms based on team-based and participatory learning. The study population is the articles related to flipped classroom, team-based learning, and participative learning in higher education from 2012 to 2022. The articles in this review were selected with criteria including articles with features such as Persian or English publishing language. Then, by quantitative or qualitative approaches, done during the last 10 years. Furthermore, the keywords were flipped classroom, collaborative learning, team learning, team-based learning, and higher education.
Results: The findings show a positive effect of flipped classrooms on team-based and participative learning. The flipped classroom positively affects peer interaction with teachers, enhances collaboration, strengthens team building, and enhances teamwork.
Conclusion: When using a participatory strategy in a flipped classroom, team building, and teamwork strategies could be considered if we look for significant motivational achievements for students. Educators should consider combining the participatory process with active learning methods such as the flipped classroom approach when using the participatory process


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