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Article: On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis

TitleOn the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis
Authors
Keywordsflipped classroom
flipped learning
inverted classroom
learning outcomes
meta-analysis
Issue Date2021
PublisherASCILITE. The Journal's web site is located at http://www.ascilite.org.au/ajet/ajet.html
Citation
Australasian Journal of Educational Technology, 2021, v. 37 n. 2, p. 132-151 How to Cite?
AbstractFlipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.
Persistent Identifierhttp://hdl.handle.net/10722/305479
ISSN
2023 Impact Factor: 3.3
2023 SCImago Journal Rankings: 1.000
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KF-
dc.contributor.authorBAI, S-
dc.contributor.authorHUANG, W-
dc.contributor.authorDawson, P-
dc.contributor.authorDU, J-
dc.contributor.authorHUANG, G-
dc.contributor.authorJIA, C-
dc.contributor.authorKhongjan, T-
dc.date.accessioned2021-10-20T10:09:58Z-
dc.date.available2021-10-20T10:09:58Z-
dc.date.issued2021-
dc.identifier.citationAustralasian Journal of Educational Technology, 2021, v. 37 n. 2, p. 132-151-
dc.identifier.issn1449-3098-
dc.identifier.urihttp://hdl.handle.net/10722/305479-
dc.description.abstractFlipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.-
dc.languageeng-
dc.publisherASCILITE. The Journal's web site is located at http://www.ascilite.org.au/ajet/ajet.html-
dc.relation.ispartofAustralasian Journal of Educational Technology-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectflipped classroom-
dc.subjectflipped learning-
dc.subjectinverted classroom-
dc.subjectlearning outcomes-
dc.subjectmeta-analysis-
dc.titleOn the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis-
dc.typeArticle-
dc.identifier.emailHew, KF: kfhew@hku.hk-
dc.identifier.authorityHew, KF=rp01873-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.14742/ajet.6475-
dc.identifier.scopuseid_2-s2.0-85107699160-
dc.identifier.hkuros328356-
dc.identifier.volume37-
dc.identifier.issue2-
dc.identifier.spage132-
dc.identifier.epage151-
dc.identifier.isiWOS:000650199300009-
dc.publisher.placeAustralia-

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