Flipped classroom refers to an instructional approach in which students study educational videos at home and do homework assignments in class. The present study aims to compare flipped classroom with other forms of video-based instruction and determine which types of students benefit most from video-based instruction. Thirty-eight EFL school classes with 848 ninth-grade students took part in a quasi-experimental pre-post-test intervention study over four weeks. Two independent variables were completely crossed resulting in four experimental conditions: video (at home vs. in class) and instructional method (student-centred vs. teacher-centred). Multilevel analysis reveals that all four experimental conditions were equally effective in promoting students’ learning gains. At-risk, average and excellent students profited least from the learning conditions. The study constitutes a first step towards a comprehensive evaluation of flipped classroom by using a better-controlled research design and may contribute to a more objective discussion about the positive effects of flipped classroom.

翻转课堂是指一种教学方法，学生可以在家中学习教学视频并在课堂上做家庭作业。本研究旨在将翻转教室与其他形式的基于视频的教学进行比较，并确定哪些类型的学生会从基于视频的教学中受益最大。38名EFL学校班的38个班级参加了为期四个星期的准实验前测试后干预研究，其中有848名九年级学生。两个自变量被完全交叉，产生了四个实验条件：视频（在家与课堂）和教学方法（以学生为中心与以教师为中心）。多层次分析表明，所有四个实验条件在促进学生学习成果方面均同样有效。有风险，平均水平和优秀学生从学习条件中受益最少。该研究是通过使用更好控制的研究设计，朝着全面评估翻转教室的第一步，并且可能有助于更客观地讨论翻转教室的积极作用。