To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education

Although flipped classroom pedagogies have been widely touted for their ability to foster diverse 21st-century learning objectives, previous syntheses of flipped learning have focused almost exclusively on outcomes related to academic achievement. Using data from 317 studies, our research addresses this deficit by providing a comprehensive meta-analysis of the effects of flipped versus lecture-based learning on academic, intra-/interpersonal, and satisfaction-related outcomes in higher education. Overall, flipped classroom interventions produced positive gains across all three learning domains, and we found significant advantages of flipped over lecture-based instruction for seven out of eight outcomes (gs = 0.20–0.53). At the same time, there was substantial heterogeneity in flipped learning effects, and we identified several variables that influenced the relative efficacy of flipped versus traditional courses. Of the three types of moderators examined (contextual, design-based, and methodological), educational context (e.g., discipline, location) accounted for the most variability in flipped learning outcomes.

Download Full-text

Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

Perspectives on Behavior Science ◽

10.1007/s40614-018-0150-0 ◽

2018 ◽

Vol 41 (1) ◽

pp. 95-119 ◽

Cited By ~ 10

Author(s):

Julia Brodsky ◽

Daniel M. Fienup

Keyword(s):

Higher Education ◽

Meta Analysis ◽

Based Instruction

Download Full-text

Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education

Frontiers in Psychology ◽

10.3389/fpsyg.2021.577002 ◽

2021 ◽

Vol 12 ◽

Author(s):

Li Zhao ◽

Wei He ◽

Yu-Sheng Su

Keyword(s):

Higher Education ◽

Flipped Classroom ◽

Learning Performance ◽

Control Group ◽

Flipped Learning ◽

Information And Communications Technologies ◽

Educational Models ◽

Design Based Research ◽

Innovative Pedagogy ◽

Continued Learning

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.

Download Full-text

The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

10.28945/4778 ◽

2021 ◽

Author(s):

Entisar A Al Ghawail ◽

Sadok Ben Yahia

Keyword(s):

Higher Education ◽

Flipped Classroom ◽

Independent Learning ◽

Flipped Learning ◽

Face To Face ◽

Class A ◽

Economics Students ◽

Class B ◽

Flipped Classrooms ◽

Higher Education Experiences

Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya. Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University. Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course according to the flipped classroom model. Class A students had to attend a face-to-face classroom lecture, while Class B students had to watch a pre-recorded YouTube lecture before attending class. Findings: The findings show that students participating in the flipped classroom were satisfied with this model, which produced a positive effect on students’ achievements in higher education. The flipped model also has the ability to increase students’ motivation to teach themselves compared with the traditional model. Recommendations for Practitioners: This study recommends the use of flipped learning paradigm to teach in higher education in Libya, as the teachers who applied flipped learning may also provide students with the opportunity to practice and improve their independent learning.

Download Full-text

Evaluation of a Flipped Classroom Model: A Case Study from Oman

FIIB Business Review ◽

10.1177/2319714520909006 ◽

2020 ◽

Vol 9 (1) ◽

pp. 15-22

Author(s):

Bilal Ahmad Pandow ◽

Nihan Kutahnecioglu Inan ◽

Ananda S.

Keyword(s):

Higher Education ◽

Student Performance ◽

Extracurricular Activities ◽

Flipped Classroom ◽

Education Institution ◽

Pilot Project ◽

Successful Implementation ◽

Learning Approach ◽

Flipped Learning ◽

The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

Download Full-text

A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

Education Sciences ◽

10.3390/educsci10040115 ◽

2020 ◽

Vol 10 (4) ◽

pp. 115 ◽

Cited By ~ 1

Author(s):

Hwan Young Jang ◽

Hye Jeong Kim

Keyword(s):

Higher Education ◽

Flipped Classroom ◽

Meta Analysis ◽

Empirical Studies ◽

Effect Sizes ◽

Medium Effect ◽

Student Centered ◽

Student Centered Learning ◽

Positive Effects ◽

Flipped Classrooms

This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

Download Full-text

Students’ and Teacher’s Insight on the Flipped Classroom Model in Academic Writing Class

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

10.35940/ijitee.c1024.0193s20 ◽

2020 ◽

Vol 9 (3S) ◽

pp. 101-105

Keyword(s):

Academic Writing ◽

Flipped Classroom ◽

The Other ◽

Flipped Learning ◽

Learning Method ◽

Face To Face ◽

Learning Platform ◽

Writing Class ◽

E Learning ◽

Based Instruction

This study aims to investigate the insights of students and teacher in the implementation of online-based instruction with the Flipped Learning method applied in academic writing class, where students get material online from the teacher and study independently at home. Flipped classroom is basically a combination of e-learning and face-to-face instructional principles. This study involved Indonesian university students and 1 teacher who applied flipped learning method in an academic writing class. The result shows that students tend to like this method because it saves more time and the material can be repeated according to their needs. On the other hand, the teacher also likes the implementation of this method because students become more active in discussions with the knowledge they have gained prior to the class. However, students also admit that they are still unfamiliar with online learning platform used. The teacher also has difficulty in finding suitable teaching materials that can attract students' interests. However, in general, students and teacher both agree that the implementation of flipped learning in writing class is suitable.

Download Full-text

The flipped classroom in second language learning: A meta-analysis

Language Teaching Research ◽

10.1177/1362168820981403 ◽

2020 ◽

pp. 136216882098140

Author(s):

Joseph P. Vitta ◽

Ali H. Al-Hoorie

Keyword(s):

Second Language ◽

Language Learning ◽

Flipped Classroom ◽

Meta Analysis ◽

Substantial Effect ◽

Educational Process ◽

Future Research ◽

Slight Reduction ◽

Flipped Learning ◽

Trim And Fill

Flipped learning has become a popular approach in various educational fields, including second language teaching. In this approach, the conventional educational process is reversed so that learners do their homework and prepare the material before going to class. Class time is then devoted to practice, discussion, and higher-order thinking tasks in order to consolidate learning. In this article, we meta-analysed 56 language learning reports involving 61 unique samples and 4,220 participants. Our results showed that flipped classrooms outperformed traditional classrooms, g = 0.99, 95% CI (0.81, 1.17), z = 10.90, p < .001. However, this effect had high heterogeneity (about 86%), while applying the Trim and Fill method for publication bias made it shrink to g = 0.58, 95% CI (0.37, 0.78). Moderator analysis also showed that reports published in non-SSCI-indexed journals tended to find larger effects compared to indexed ones, conference proceedings, and university theses. The effect of flipped learning did not seem to vary by age, but it did vary by proficiency level in that the higher proficiency the higher the effects. Flipped learning also had a clear and substantial effect on most language outcomes. In contrast, whether the intervention used videos and whether the platform was interactive did not turn out to be significant moderators. Meta-regression showed that longer interventions resulted in only a slight reduction in the effectiveness of this approach. We discuss the implications of these findings and recommend that future research moves beyond asking whether flipped learning is effective to when and how its effectiveness is maximized.

Download Full-text

Flipped classroom: a student experience

Compass Journal of Learning and Teaching ◽

10.21100/compass.v11i1.704 ◽

2018 ◽

Vol 11 (1) ◽

Author(s):

Fon Yan Li ◽

Gemma Boden

Keyword(s):

Higher Education ◽

Flipped Classroom ◽

Student Experience ◽

Flipped Learning ◽

View Point ◽

Opinion Piece

This is an opinion piece from a paramedic student who was introducted to the concept of flipped classroom. Hacing previously studied at higher education, this was a new way of learning and required an element of pre-learning and enhanced engagement. This is written from the student's view-point, touching on the positives and negatives of her experience, as well as introducing the model of flipped learning.

Download Full-text