With the widespread application of flipped classrooms, Instructional Design(ID) within flipped classrooms has received a lot of attention. Despite its importance and potential in the field of education, instructors or designers continue to find Instructional design challenging, and there still exist gaps regarding instructional design models, instructional strategy, technological tools, and platforms, as well as recommendations for future study. This systematic literature review analyzed 16 articles implementing the PRISMA framework to address these gaps. The analysis of these articles suggested developing a more technology-integrated, more learner-centered instructional design model. The research on ID should include a variety of instructional strategies, such as inquiry-based learning, project-based learning, etc. In addition, personalized and data-driven tools or platforms should be developed to facilitate personalized learning for students. This review reveals trends and recommendations related to ID in flipped classrooms. It can serve as the foundation for future research on ID in the educational context.
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(Qi et al., 2024)
Qi, P., Abuhassna, N. F., Hassan, B. J., & Ting, L. (2024). Systematic Literature Review of Flipped Classroom: Models, Strategies, Tools, Challenges and Future Directions. International Journal of Academic Research in Business and Social Sciences, 14(8), 2937–2954.
Copyright: © 2024 The Author(s)
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