Table 1 Relevant aspects mapped in... | Emerald Publishing

Table 1

Relevant aspects mapped in literature and their implications on the implementation of the flipped classroom methodology

Aspect	Implication	Authors
Number of students in class	Small classes might offer a better environment for communication	Goldfinch (1996)
Use of technologies	Technologies such as videos provide additional support to the learning process	Goldfinch (1996), Spinelli (2001), Westermann (2014)
Outside classroom activities	Demand more time and dedication from students and professor Students must be prepared to participate during in-class activities	Findlay-Thompson and Mombourquette (2014)
Professor's material preparation and training	Professor's material and organization are central during the application of in-class activities	Findlay-Thompson and Mombourquette (2014)
Collaboration	Students must collaborate among themselves so that they can support each other in the learning process	Bosch et al. (2008)
Interest in the content	The level of interest in the course's content can implicate the degree of engagement students will have in outside class activities	Silva and Ramos (2015), Sivan et al. (2000)
Professor's role	The professor as a facilitator has to develop a connection with students to sustain their learning process	Kelly (2016)
Prior communication with students	Students need to be aware of the purpose of a new methodology so they can be fully committed to it	Findlay-Thompson and Mombourquette (2014)

Aspect	Implication	Authors
Number of students in class	Small classes might offer a better environment for communication	Goldfinch (1996)
Use of technologies	Technologies such as videos provide additional support to the learning process	Goldfinch (1996), Spinelli (2001), Westermann (2014)
Outside classroom activities	Demand more time and dedication from students and professorStudents must be prepared to participate during in-class activities	Findlay-Thompson and Mombourquette (2014)
Professor's material preparation and training	Professor's material and organization are central during the application of in-class activities	Findlay-Thompson and Mombourquette (2014)
Collaboration	Students must collaborate among themselves so that they can support each other in the learning process	Bosch et al. (2008)
Interest in the content	The level of interest in the course's content can implicate the degree of engagement students will have in outside class activities	Silva and Ramos (2015), Sivan et al. (2000)
Professor's role	The professor as a facilitator has to develop a connection with students to sustain their learning process	Kelly (2016)
Prior communication with students	Students need to be aware of the purpose of a new methodology so they can be fully committed to it	Findlay-Thompson and Mombourquette (2014)

Source(s): Written by the authors