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Flipped classroom (FC) approaches have gotten substantial attention in the last decade because they have a potential to stimulate student engagement as well as active and collaborative learning. The FC is generally defined as a strategy that fips the traditional education setting, i.e., the information transmission component of a traditional face-to-face lecture is moved out of class time. The FC relies on technology and is therefore suitable for online or blended learning, which were predominant forms of learning during the COVID-19 pandemic (March 2020-July 2021). In this paper we present a systematic literature review (SLR) of studies that covered online FC approaches in higher education during the pandemic. We analyzed 205 publications in total and 18 in detail. Our research questions were related to the main findings about the success of implementation of online FC and recommendations for future research. The findings indicated that those who had used FC approaches in face-to-face or blended learning environments more successfully continued to use them in online environments than those who had not used it before. The SLR opened possible questions for future research, such as the effectiveness of the FC for different courses and contexts, the cognitive and emotional aspects of student engagement, and students' data protection. It pointed to the need to examine different aspects of online delivery of the FC more comprehensively, and with more research rigor. [ABSTRACT FROM AUTHOR]

Flipped classroom (FC) approaches have gotten substantial attention in the last decade because they have a potential to stimulate student engagement as well as active and collaborative learning. The FC is generally defined as a strategy that flips the traditional education setting, i.e., the information transmission component of a traditional face-to-face lecture is moved out of class time. The FC relies on technology and is therefore suitable for online or blended learning, which were predominant forms of learning during the COVID-19 pandemic (March 2020–July 2021). In this paper we present a systematic literature review (SLR) of studies that covered online FC approaches in higher education during the pandemic. We analyzed 205 publications in total and 18 in detail. Our research questions were related to the main findings about the success of implementation of online FC and recommendations for future research. The findings indicated that those who had used FC approaches in face-to-face or blended learning environments more successfully continued to use them in online environments than those who had not used it before. The SLR opened possible questions for future research, such as the effectiveness of the FC for different courses and contexts, the cognitive and emotional aspects of student engagement, and students' data protection. It pointed to the need to examine different aspects of online delivery of the FC more comprehensively, and with more research rigor. [ABSTRACT FROM AUTHOR]

One of the most advanced and complex multi-criteria decision-making methods is the analytic network process (ANP). This method supports modelling dependencies and feedback between elements in the network, while most other methods do not support this feature. For this reason, the ANP is one of the most appropriate methods for making decisions in the fields characterised by existing dependencies of higher-level elements on lower-level elements, such as the higher education field. However, the implementation of the ANP can be problematic, as it is characterised by highly complex and time-consuming processes, and users' occasional misunderstandings of some ANP steps. Also, conducting the ANP requires a specific decision-making problem structure, which is a cluster-node structure in the form of a network. To assist with problem structuring and decrease some of the problematic ANP implementation characteristics, specific methods, such as the decision-making trial and evaluation laboratory (DEMATEL) and interpretative structural modelling, have been chosen and integrated with the ANP. This paper focuses on the integration and analysis of the DEMATEL with the ANP. A literature review of how these two methods have been used together is given. Additionally, a new way of integrating these two methods (with two variants) is proposed and evaluated. According to the survey results, new ways of integrating the ANP and the DEMATEL decrease the complexity of the decision-making process, reduce the duration of the decision-making process, and increase users' understanding of the method. The research methodology used in this paper is the design science research process. [ABSTRACT FROM AUTHOR]

Using the appropriate methodology for strategic decision-making in higher education is crucial to make effective decisions. In this paper, the analytic network process (ANP), one of the most suitable decision-making methods in terms of higher education issues, is presented and evaluated from the position of the user. After recognising some characteristics of the ANP that can be improved, the main objective of this research was to develop a new method based on the characteristics of the ANP and social network analysis (SNA). The research methodology used in this paper is the design science research process (DSRP), which is often used to design new artefacts, such as models, methods and methodologies. The main phases of this approach include problem identification, objectives of a solution, design and development, demonstration of the artefact, evaluation and dissemination. By using the DSRP, a new decision-making method is designed and proposed. The new method has two components that are based on the ANP and SNA. The first component is related to determining the importance of criteria with respect to the goal of decision-making. The second component is related to modelling influences/dependencies between criteria, and identifying criteria that strongly influence others, as well as criteria that others depend on. A measure that describes how strong a particular criterion is in terms of influences/dependencies is based on the centrality degree, one of the most fundamental centrality measures. In this paper, the new method, which was evaluated on several cases, is demonstrated with example of evaluating scientists, and a comparison of the new method’s results and the ANP method’s results is presented. [ABSTRACT FROM AUTHOR]

The prioritization of projects in higher education institutions is a complex decision-making problem. In this paper we deal with two scenarios within Higher Education Institutions. The first scenario is a need to prepare an action plan for activities that will result in the implementation of a portfolio of projects at the institutional level. The second scenario is making a decision on whether to start a new project application, and if so, which project to choose in a situation where project teams have several project ideas and limited resources. The purpose of the paper is to show how to include corporate strategy in the decision-making process and use the Analytic Network Process as a multiple criteria decision-making methodology which can be used in solving project selection problems. [ABSTRACT FROM AUTHOR]

Strategic planning of e-learning implementation includes decision making about the most suitable form of implementing e-learning on different levels in an institution. Decision making about e-learning implementation has been covered as consisting of four phases: (1) intelligence, (2) design, (3) choice and (4) implementation. During the Intelligence phase we have precisely identified our central decision problem and have conducted situation analysis. In the Design phase we have developed alternatives and established criteria and subcriteria. The questionnaire about the importance of the advantages and goals of e-learning implementation and about criteria and subcriteria significant for decision making was created. Essential for the survey was use of Croatian e-learning experts that are familiar with higher education (HE) environment. Further, we connected these findings with the results of the factor analysis which was performed on the survey. The results of the factor analysis have served as input in the multicriteria decision model (AHP) that we have developed in the Choice phase. In the implementation phase we have solved the problem of prioritisation of e-learning options with the help of multi-criteria modelling in the process of group decision making. In this article, firstly we will present and analyze the results of the survey. Secondly, the outputs of factor analysis will be stated and compared with the model used in the questionnaire. Finally, the structure of AHP model will be given and the results of the quantitative evaluation of the model will be presented. [ABSTRACT FROM AUTHOR]