A blended/hybrid flipped calculus course with an FC Orientation module improved student learning performance and perceptions significantly over the traditional lecture format¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Spencer et al.'s (2022) college calculus course, student learning performances and perceptions in the FC format improved significantly from the traditional lecture format. → 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? · theoretical · r2

Review's account of Spencer et al.'s (2022) blended/hybrid FC implementation in a college-level calculus course, which included an FC Orientation module, online lessons and assessments, in-class small-group problem solving, and independent after-class problems. The review reports performances and perceptions "improved significantly from the traditional lecture format"; no effect size is printed.

"Student learning performances and perceptions in the FC format improved significantly from the traditional lecture format."

Discussion¶

Related Claims¶

• Meta-analyses indicate the flipped classroom approach has a small effect on learning outcomes, which the authors attribute partly to varying design quality — 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
• A First Principles of Instruction-based flipped approach produced greater student achievement in three of four high school subject areas — a broader claim this one bears on
• 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) — a broader claim this one bears on
• Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest — related
• Blended Learning Improves Outcomes — a broader claim this one bears on
• Flipped classroom has a moderately positive effect on college students' academic performance (SMD = 0.66) — related
• Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — related