期刊
STUDIES IN HIGHER EDUCATION
卷 46, 期 8, 页码 1649-1663出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03075079.2019.1698535
关键词
Flipped classroom; flipping; inverted classroom; OLS; probit
This study found that the non-didactic approach to flipped classroom had a small positive effect on student examination results, while the didactic approach showed no effect. The results highlight the need for further meta-analysis and longitudinal studies to explore the relationship between different forms of the flipped classroom and student assessment outcomes.
Interest in the flipped classroom in higher education has burgeoned despite the literature revealing that the effects on assessment outcomes remain elusive. In this paper, we present the results of an empirical analysis designed to compare the impact on assessment outcomes of different approaches to the flipped classroom (didactic and non-didactic). Focusing on a cohort of Intermediate Economics students we investigated the influence of these approaches on their examination results by utilising an OLS (Ordinary Least Squares) regression and probit followed by quantile regression. Our analysis revealed small positive effects when students were exposed to the 'non-didactic' flipped classroom but no effect when pre-lecture materials were used didactically to mimic the material given in traditional lectures. This study demonstrates the need for further meta-analysis and longitudinal studies to investigate the relationship between different forms of the flipped classroom and student assessment outcomes.
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