The social nature of learning activities shows no detectable moderating effect on flipped classroom learning gains¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i0 negligible
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 There is no detectable difference between interventions with social, group-based activity and those without (Q = 0.13, p = .72). → Torstein Låg 2019

Evidence¶

Torstein Låg 2019¶

Torstein Låg, Rannveig Grøm Sæle. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open. https://doi.org/10.1177/2332858419870489

q3 · i0 · quant-synthesis · r3

Subgroup analysis of continuous-learning outcomes (k = 195 social, k = 77 not social). The article reports no detectable difference, Q = 0.13, p = .72, calling this somewhat unexpected given evidence for collaborative approaches.

"There was no detectable difference between studies that described social and group-based activity in the intervention and studies that did not (Q = 0.13, p = .72)."

Discussion¶

Related Claims¶

• Flipped classroom effects differ by subject type, favoring science (SMD = 0.75) and liberal arts (SMD = 0.72) over engineering (SMD = 0.34) — related
• In a low-certainty meta-analysis of 44 studies with very high heterogeneity (I² = 98%), undergraduate health professional students in flipped classes score higher than those in traditional classes (SMD = 0.57) — related
• Testing student preparation is associated with slightly higher learning gains in flipped classroom implementations — related
• Effect sizes for the flipped classroom are higher in humanities studies than in STEM, but the difference should not be given too much weight — related