Abstract In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.

中文翻译：

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翻转课堂对学习成果和满意度的影响：荟萃分析


摘要 在翻转课堂中，学生在课前学习教学材料并在课堂上应用这些材料。为了对翻转课堂影响的当前研究进行统计综合，我们进行了荟萃分析，其中包括 114 项研究，比较了中学和高等教育中的翻转课堂和非翻转课堂。我们发现对学习成果有微小的积极影响，但没有发现对学生对学习环境的满意度有影响。此外，我们发现研究之间存在相当大的异质性。主持人分析表明，与非翻转课堂相比，当面对面授课时间没有减少，或者在翻转课堂中添加测验时，翻转课堂的学生可以获得更高的学习成果。我们的结论是，如果设计得当，翻转课堂（FTC）方法是一种很有前途的教学方法。我们的结果提供了对有效教学 FTC 设计特征的见解，这些特征支持 FTC 的循证应用。