A review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media

Figure 2. 
Process of paper search and selection. 
6. Findings: Research Questions a, b, and c 
6.1. Data Collection Methods 
Figure 2.
Process of paper search and selection.
The most frequently studied nontraditional teaching methods identified in the collected scholarly
works were: flipped classroom, gamification, case study, self-learning, and social media. Only papers
associated with education in engineering were retained; all others were excluded. After the retained
papers were screened to assess their quality and eligibility, 125 papers remained; these were reviewed
in depth to investigate nontraditional teaching techniques that could improve the involvement of
engineering students in the teaching process.

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Educ. Sci.
2019
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, 273
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6. Findings: Research Questions a, b, and c
6.1. Data Collection Methods
Many studies have focused on assessing the e
ff
ectiveness of the five nontraditional methods.
The distribution of data collection techniques was investigated by reviewing all of the journal
articles identified for this study, and seven types of data collection methods were employed to
assess the e
ff
ectiveness of each teaching method: exam grades, quiz grades, interviews, case studies,
surveys
/
questionnaires, assignment grades, and instructor reflection (see Figure
3
). The distribution
of surveys
/
questionnaires and the results of exams received the two highest percentages, 44% and
20%, respectively.
Educ. Sci. 
2019
, 
9
, x FOR PEER REVIEW 
7 of 20 
Many studies have focused on assessing the effectiveness of the five nontraditional methods. 
The distribution of data collection techniques was investigated by reviewing all of the journal articles 
identified for this study, and seven types of data collection methods were employed to assess the 
effectiveness of each teaching method: exam grades, quiz grades, interviews, case studies, 
surveys/questionnaires, assignment grades, and instructor reflection (see Figure 3). The distribution 
of surveys/questionnaires and the results of exams received the two highest percentages, 44% and 
20%, respectively.
Figure 3. 
Distribution of data collection methods. 
Some of the previous studies and their adopted data collection methods for their study and 
research are presented in Table 1. This table indicates that the distribution of a structured survey is 
commonly preferred by authors as a way to record students’ perceptions, as well as analyze their 
grades. This data collection method simplified the organization of the collected data.