Meta-analyses indicate the flipped classroom approach has a small effect on learning outcomes, which the authors attribute partly to varying design quality¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Meta-analyses of FC implementation indicate that the effect size of the FC approach on learning outcomes across studies has been small. → Yan Shen 2025

Evidence¶

Yan Shen 2025¶

Yan Shen, Dan Spencer, Jennifer Tagsold, Hyunsong Kim. (2025). Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10485-y

q2 · i? · design · r1

Narrative review statement reporting multiple meta-analyses (Cheng et al. 2019; Låg & Sæle 2019; van Alten et al. 2019) finding "the effect size of the FC approach on learning outcomes across studies has been small". No specific effect size value is printed, so no magnitude is coded. The review attributes the finding to the cited meta-analyses.

"Meta-analyses of FC implementation indicate that the effect size of the FC approach on learning outcomes across studies has been small (e.g., Cheng et al., 2019; Låg & Sæle, 2019; van Alten et al., 2019)."

Discussion¶

Related Claims¶

• A First Principles of Instruction-based flipped approach produced greater student achievement in three of four high school subject areas — related
• A blended/hybrid flipped calculus course with an FC Orientation module improved student learning performance and perceptions significantly over the traditional lecture format — related
• Better online learning outcomes in a flipped course tend to produce better in-class readiness, which further leads to better after-class performance and exam grades — related
• Blended Learning Improves Outcomes — related