Combining Flipped with Case-Based Learning for Creative Thinking: A Bibliometric Analysis

The research aims to identify the potential of combined flipped with case-based learning through bibliographic analysis from 2020–2023. The research is guided by questions surrounding research trends relevant to flipped learning and case-based learning. This research reviewed 100 relevant articles from SCOPUS and ERIC databases using 4 stages a 4-stages systematic mapping method. The analysis results indicated a continuous increase in research trends on flipped learning, as evidenced by the increasing number of publications, citations, and interest from academics in other disciplines. This suggests that there is still a lot to learn about the flipped learning trend. The success of the paradigm in raising student performance and moving toward higher order thinking skills or 21st-century skill abilities, such as decision-making and creative thinking, is a recurring theme in research on flipped learning. Moreover, very little research looks into teachers as a flipping success factor. These results suggest that more research is necessary to determine whether flipped and case-based learning approaches may be combined to foster creative thinking. The combination of flipped learning with case-based learning shows great potential for studying the variables related to creative thinking. As an input for further research, this study identifies a gap and an urgency in the research area.