| Authors | Summary of the context |
| 1- | Location: Australia Sample group: UG first year degree fully flipped classroom. Sample number-142 sample size and used Qualitative technique. Thematic analytical tools used. Outcome The study identifies triggers for student engagement related to self-efficacy, emotion, well-being, and belonging. The benefits of the study include improving the quality of education and enhancing the learning experience. Key limitations UG However, challenges such as designing effective learning activities and engaging students who prefer traditional teaching methods need to be addressed. |
| 2- | Location: USA Sample group: UG students. Sample -206 samples and Quantitative technique used Outcome: Simulation combined flipped classroom has led to achieve development of soft skills within the students group |
| 3- | Location: USA Sample group Foundation degree students Sample number: 813 sample size and Quantitative techniques used. Outcome This research found that post-test did demonstrate significant improvement in their understanding of concepts after participating in a blended and flipped library instructional program. Students who complete a blended and flipped IL (Information Literacy) instructional program demonstrate an improved understanding of concepts on which they are tested. |
| 4- | Location: Switzerland Sample group: Master of Science in Business Administration with Major in Innovation Management students’ group Sample number: 25 Qualitative thematic technique used Outcome: The flipped classroom and backward design to facilitate the development of students’ competencies. The results confirm this method is effective, though it requires a significant shift in both lecturers’ and students’ roles. |