Flipped classroom as reversal of traditional class and self-study activities, fitting within blended learning¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The review defines the flipped classroom as an educational technique with two parts: "interactive group learning activities inside the classroom and direct personal computer‐based individual instruction outside the classroom". Work typically done as homework in the didactic model is undertaken interactively in class, while lecture viewing happens at home. The review situates the approach within blended learning and notes it reverses Bloom's revised taxonomy, with lower-level cognitive work done by students before class and educators working interactively in class on higher forms of cognition.

Design Implications¶

Context¶

Requirements¶

• Students must engage with the assigned pre-class and in-class activities; the review states a flipped class will not support effective learning if students fail to engage

Constraints¶

• Success depends on contextual and structural factors including quality of educational materials (e.g., long, poor audio quality videos) and students feeling lost

Target Learners¶

• undergraduate health professional students

Target Learning Objectives¶

• knowledge acquisition before class
• active learning, problem solving and interaction during class

Claims¶

• 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) [+W]
• The academic performance advantage of flipped classrooms persists when studies with imputed data are excluded (SMD = 0.54), at low certainty [+W]
• Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty [+W]

Related Theories¶

Examples¶

• Flipped Learning
• Flipped Learning

Key Sources¶

• Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19, e1339. https://doi.org/10.1002/cl2.1339