Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis
By David C.D. van Alten, Chris Phielix, Jeroen Janssen, Liesbeth Kester. Educational Research and Reviews, 2019
477 citations recorded by the source corpus.
Abstract In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.
Subfields: Education, Media Technology
View Paper: https://www.semanticscholar.org/paper/24e05107b800cbaaa98798f1cf5cec38865f29e5
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Citations in the corpus
- The flipped classroom in second language learning: A meta-analysis (2020, background): “Some meta-analysts examined study quality as part of moderator analysis. van Alten et al. (2019), for example, investigated three aspects related to study quality, all of which turned out to be non-significant.”