期刊
EDUCATIONAL RESEARCH REVIEW
卷 28, 期 -, 页码 -出版社
ELSEVIER SCI LTD
DOI: 10.1016/j.edurev.2019.05.003
关键词
Flipping the classroom; Inverted classroom; Learning outcomes; meta-Analysis; Satisfaction
资金
- Dutch Ministry of Education, Culture and Science [OCW/PromoDoc/1065001]
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.
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