Students in flipped courses report modestly but consistently higher satisfaction than traditional-course students, with significantly higher perceived instructor availability.¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Flipped courses scored higher on all six satisfaction items, with a statistically significant difference for instructor availability (Z = 2.240). → Gross 2015

Evidence¶

Gross 2015¶

Gross, B., Hoffman, M., Marinari, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 37-52. https://eric.ed.gov/?id=EJ1166718

q2 · i? · causal · r2

Survey comparison using six items from the University Student Satisfaction and Time Management Questionnaire (Cronbach's alpha = .886). The authors found "modest but consistent evidence that flipped courses were superior" across all six items.

"Here, we again found modest but consistent evidence that flipped courses were superior, scoring slightly higher than traditional lecture-based classes on all six items, with a significantly higher score found for the belief that the course instructor was more available in a flipped class."

Discussion¶

Related Claims¶

• Flipped classrooms are associated with higher learner satisfaction in medical education (pooled SMD = 0.69), with residents showing larger improvement than undergraduates (SMD 1.69 vs 0.37) — a broader claim this one bears on
• Students in flipped college algebra rated 'The instructor encouraged my interest in the course' significantly lower than lecture-based students (p = .008) — reports the opposite
• Students in flipped college algebra rated 'Overall, the instructor effectively facilitated my learning' significantly lower despite higher exam achievement (p = .04) — reports the opposite
• The difference in ratings of 'The instructor created an environment conducive to the learning process' between flipped and traditional sections was not statistically significant (p = .09) — related
• Students in flipped college algebra rated the course overall significantly lower than lecture-based students (p = .04) — reports the opposite
• Pre-service teachers in the flipped-learning group reported high satisfaction with the flipped learning activity's usefulness for video-production skills — related