Yinghui Shi|Yanqiong Ma|Jason MacLeod|Harrison Hao Yang
College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature
Central China Normal University|Central China Normal University|D'Youville College|State University of New York at Oswego
concept flipped classroom generated considerable interest educational context recent years especially higher education however research date controversial regard effectiveness flipped classroom instructions college student learning outcomes purpose present study identify highquality empirical publications examine learning outcomes college students utilize metaanalyses determine overall effectiveness flipped classroom instructions systematic database search included web science education resources information center elsevier sciencedirect conducted identify peerreviewed studies met inclusion criteria total 33 studies included systematic review two reviewers independently performed study identification data extraction metaanalysis conducted using review manager 53 software calculated effect sizes showed flipped classroom instructions positively influence college students cognitive learning outcomes compared traditional lectures moderator variable analysis suggests pedagogical approach significant factor examined influences effectiveness flipped classroom instruction results indicate flipped classroom instructional model helps college students improve cognitive learning across widereaching synthesis currently available interdisciplinary research reports flipped classroom also found effective instructors integrate individualized active collaborative pedagogical approaches