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

Figure 4. 
Trend of nontraditional teaching methods from 2000 to 2017. 
Figure 4 illustrates that research conducted on the self-learning teaching method has been very 
trendy. A few studies were conducted on the social media teaching method between 2000 and 2004, 
but the number of studies increased dramatically after 2004, when the Internet became popular. 
Figure 4 clearly shows that self-learning and social media were the two most studied methods during 
the past two decades. 
6.3. Effectiveness Measurement Methods 
The distribution of different types of effectiveness measurement methods for the five studied 
teaching methods (flipped classroom, gamification, case study, self-learning, and social media) was 
investigated through reviewing the identified journals for this study, and the results are presented in 
Figure 5. This figure illustrates that the researchers implemented eight types of data collection 
methods: exam grades, quiz grades, interviews, case studies, surveys/questionnaires, assignment 
grades, presentations, and instructor reflections. The results indicated that the distribution of 
surveys/questionnaires
received the highest percentage for the studied teaching methods. Hence, the 
survey distribution method became popular among researchers, as it is faster than other methods of 
data collection. 
As indicated in Figure 5, to assess the success of the flipped classroom, six effectiveness 
measurement methods were used: quiz grades, exam grades, interviews, instructor reflection, 
surveys, and assignment grades. Exam grades were shown to be the most useful (31%), as they 
provided the instructors with an overview of the students’ learning level that they could compare 
with documented traditional exam scores. Many other researchers used surveys and quizzes (26%) 
as a measurement tool.
Figure 4.
Trend of nontraditional teaching methods from 2000 to 2017.
Figure
4
illustrates that research conducted on the self-learning teaching method has been very
trendy. A few studies were conducted on the social media teaching method between 2000 and 2004,
but the number of studies increased dramatically after 2004, when the Internet became popular. Figure
4
clearly shows that self-learning and social media were the two most studied methods during the past
two decades.
6.3. E
ff
ectiveness Measurement Methods
The distribution of di
ff
erent types of e
ff
ectiveness measurement methods for the five studied
teaching methods (flipped classroom, gamification, case study, self-learning, and social media) was
investigated through reviewing the identified journals for this study, and the results are presented
in Figure
5
. This figure illustrates that the researchers implemented eight types of data collection
methods: exam grades, quiz grades, interviews, case studies, surveys
/
questionnaires, assignment
grades, presentations, and instructor reflections. The results indicated that the distribution of
surveys
/
questionnaires received the highest percentage for the studied teaching methods. Hence,
the survey distribution method became popular among researchers, as it is faster than other methods
of data collection.
As indicated in Figure
5
, to assess the success of the flipped classroom, six e
ff
ectiveness
measurement methods were used: quiz grades, exam grades, interviews, instructor reflection, surveys,
and assignment grades. Exam grades were shown to be the most useful (31%), as they provided the
instructors with an overview of the students’ learning level that they could compare with documented
traditional exam scores. Many other researchers used surveys and quizzes (26%) as a measurement tool.
Figure
5
shows that surveys
/
questionnaires were the most popular method for evaluating students’
achievements from the gamification method. The researchers mainly relied on students’
/
instructors’
feedback and survey responses. The second-highest rated way to evaluate the gamification students’
achievements was exams.

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Educ. Sci.