Flipping Large University Courses: How Do Student Learning Gains Improve Compared to Lectures?

Schiltz, Guillaume; Feldman, G.; Vaterlaus, A.

doi:10.21125/edulearn.2018.0705

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…The ambiguous results of research from different universities suggest that the success of the flipped classroom depends on the local context of a particular university, which, according to Schiltz et al (2018), mainly includes the local culture of education and learning, existing assessment requirements, and the design of the curriculum. In conclusion, Lysgaard (2018) sees as one of the main conditions for the fulfilment of a successful flipped classroom the assumption that a university student must be an individual who is willing to learn and accepts full responsibility for his/her own learning.…”

Section: Research Resultsmentioning

confidence: 99%

Benefits and Limits of Flipped Classroom Implementation in Higher Education

Koribská¹,

Chudý²,

Plischke³

2022

TNER

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This theoretical study explores the flipped classroom concept as an innovative teaching method within higher education. The main aim is to present the benefits and limits of implementing the flipped classroom in the Czech higher educational context. The authors evaluate problematic areas of implementing the flipped classroom based on a content analysis of research studies from selected European countries and specify possible bottlenecks affecting its implementation in the Czech university environment. Referring to the results, the flipped classroom concept promotes student-centred learning, the activation and development of students’ competence to learn, but its effective implementation in the university environment is contextually conditioned.

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Section: Research Resultsmentioning

confidence: 99%

Benefits and Limits of Flipped Classroom Implementation in Higher Education

Koribská¹,

Chudý²,

Plischke³

2022

TNER

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Traditional and Flipped Learning: Which Enhances Students’ Academic Performance Better?

Sablan¹,

Prudente²

2022

IJIET

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Most of the learning institutions even before the global pandemic are using a blended learning strategy. One of the most promising and leading blended-strategy today is the Flipped Classroom Model (FCM). FCM, often called as inverted classroom or reversed instruction, is a teaching model where the content of the study is given outside the classroom and homework is done inside the classroom. Previous researches yields different results when FCM is compared with traditional learning in enhancing students’ academic performance. To address the problem, a meta-analysis has been conducted. In this study, 15 articles were chosen to be meta-analyzed. The researchers used the PRISMA model in conducting the meta-analysis and the Meta-essentials for data analysis. The analysis yields a p-value of 0.000 which means that there is a statistical significant effect by the intervention FCM to the academic performance of the students. The hedges’ g value of 0.93 has a verbal interpretation of large effect. Through subgroup analysis, it was found that FCM has a positive effect on the academic performance of the students in the subjects Physics and Mathematics with a p value of 0.000. This is also true in the subgroup, Geographical Location (Eastern and Western Countries), that yields a p-value of 0.000. Further, a moderator analysis on class size and intervention duration was also conducted. A significant p-value was found on the moderator implementation duration but not significant in the moderator class size. The analysis favors the longitudinal use of Flipped Classroom Model on enhancing student’s academic performance over Traditional Lecture Model in the subjects Physics and Mathematics regardless the class size of the students and the regions where the studies were conducted.

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Flipping Large University Courses: How Do Student Learning Gains Improve Compared to Lectures?

Cited by 2 publications

References 12 publications

Benefits and Limits of Flipped Classroom Implementation in Higher Education

Benefits and Limits of Flipped Classroom Implementation in Higher Education

Traditional and Flipped Learning: Which Enhances Students’ Academic Performance Better?

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