Torstein Låg|Rannveig Grøm Sæle
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis
Centre for Arctic Gas Hydrate, Environment and Climate|UiT The Arctic University of Norway|Centre for Arctic Gas Hydrate, Environment and Climate|UiT The Arctic University of Norway
searched metaanalyzed studies comparing flipped classroom teaching traditional lecturebased teaching evaluate evidence flipped classrooms influence continuouslearning measures passfail rates student evaluations teaching eight electronic reference databases searched retrieve relevant studies results indicate small effect favor flipped classroom learning hedges g 035 95 confidence interval ci 031 040 k 272 however analyses restricted studies sufficient power resulted estimate 024 95 ci 018 031 k 90 effects pass rates odds ratio 155 95 ci 134 178 k 45 student satisfaction hedges g 016 95 ci 006 026 k 69 small also likely influenced publication bias support notion positive impact learning may increase slightly testing student preparation part implementation