The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels

Strelan, Peter; Osborn, Amanda; Palmer, Edward

doi:10.1016/j.edurev.2020.100314

Cited by 329 publications

(266 citation statements)

References 181 publications

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“…Even before the pandemic, several studies have reported better performance using e-education methods compared to conventional methods (Akugizibwe & Ahn, 2020;Dodiya et al, 2019;Lumadi, 2013). However, a large meta-analysis study in 2019 found the effect of the flipped classroom to be moderate on students' performance and recommended further research to explore it (Strelan et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

2020

JEP

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This study aims to examine the role of e-education in preserving educational outcomes during the Covid-19 pandemic and to explore factors that were associated with these outcomes. A descriptive cross-sectional study was conducted between August and September 2020. A sample of Saudi Electronic University (SEU) students was asked to participate in this study. The study questionnaire is composed of seven main domains; demographics domain, attitudes towards e-education, others influence on e-education perception, contents of education and participation in the online discussion, challenges of e-education, effects of e-education, and finally a comparison between e-education and traditional education. One hundred and thirty eight students participated in this survey. The students reported that e-education is appropriate and they indicated positive views towards using e-education tools in their daily study. The majority of study participants reported low participation in an online discussion. In addition, the participants reported limited ability to overcome e-education challenges. The participants stated that e-education improves their overall performance. The majority of the students reported that e-education is superior to the traditional educational methods and half of the participants reported that they would recommend e-education to others. Based on study results, it is recommended to find motivation and monitoring tools to encourage the students to participate more in the online discussion, which could eventually enhance the achievement of students enrolled in the e-education. In addition, more support is needed to eliminate challenges associated with the Covid-19 pandemic and maintain students' positive view towards the e-education process.

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Section: Discussionmentioning

confidence: 99%

The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

2020

JEP

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“…One example which has been used for many years is the flipped classroom wherein lectures and other didactic activities are undertaken outside class, with class then focused on higher order learning (King, 1993). Recent evidence now demonstrates that implementation of a flipped classroom results in only a modest improvement in learning (Strelan et al, 2020b) and student satisfaction (Strelan et al, 2020a) which may not be found in all contexts [e.g., (Chen et al, 2017)] and is associated with significant costs to implement (Spangler, 2014;Wang, 2017). Thus, many students have acted as guinea pigs, at cost, to trial a method without knowing whether or not it is effective.…”

Section: Ineffective Teaching Methodsmentioning

confidence: 99%

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

2020

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Arguments for and against the idea of evidence-based education have occupied the academic literature for decades. Those arguing in favor plead for greater rigor and clarity to determine “what works.” Those arguing against protest that education is a complex, social endeavor and that for epistemological, theoretical and political reasons it is not possible to state, with any useful degree of generalizable certainty, “what works.” While academics argue, policy and practice in Higher Education are beset with problems. Ineffective methods such as “Learning Styles” persist. Teaching quality and teacher performance are measured using subjective and potentially biased feedback. University educators have limited access to professional development, particularly for practical teaching skills. There is a huge volume of higher education research, but it is disconnected from educational practice. Change is needed. We propose a pragmatic model of Evidence-Based Higher Education, empowering educators and others to make judgements about the application of the most useful evidence, in a particular context, including pragmatic considerations of cost and other resources. Implications of the model include a need to emphasize pragmatic approaches to research in higher education, delivering results that are more obviously useful, and a pragmatic focus on practical teaching skills for the development of educators in Higher Education.

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“…Omvendt klasserom er en undervisningsform som flytter fokuset over på studentaktivitet i campusundervisningen, mens den mer passive kunnskapstilegnelsen gjennom lesing og å se forelesninger gjøres på utsiden av klasserommet og før undervisningstiden (Butt, 2014;DeLozier & Rhodes, 2017;Strelan, Osborn & Palmer, 2020). I sin rette form vil da underviseren bruke tiden sin sammen med studentene når de bearbeider kunnskapen og når de befinner seg på et høyere kunnskapsnivå i Blooms taksonomi (Erbil, 2020;Gilboy, Heinerichs & Pazzaglia, 2015).…”

Section: Studentaktiv Laeringunclassified

“…Foldnes (2017) fant en klar sammenheng mellom forbedrede akademiske presentasjoner og aktiv deltagelse ved omvendt klasserom i matematikk. I en metaanalyse av Strelan et al (2020) ble det funnet at omvendt klasserom ga en moderat positiv effekt på studenters akademiske prestasjoner og at effekten var uavhengig av fagområde og utdanningsnivå. Tolking av eksamensresultater i innevaerende studie må imidlertid gjøres med varsomhet.…”

Section: Akademiske Prestasjonerunclassified

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

Jakobsen¹,

Mehli²,

Hoel³

2020

Uniped

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Arbeidslivsrelevans i høyere utdanning er avhengig av kontakt med arbeidslivet, men like viktig er det å ruste studenten til en fremtid preget av livslang laering. I tillegg til fagkunnskap er arbeidsgivere opptatt av de generiske ferdighetene. Denne studien utforsker hvorvidt bruk av filmatiserte case utviklet i samarbeid med matbransjen kan bidra til at et emne som matmikrobiologi oppfattes som mer relevant for arbeidslivet av studentene. Hensikten var å trekke bransjens mikrobiologiske utfordringer inn i emneundervisningen. I tillegg ble det undersøkt om omleggingen bidro til økt studentmotivasjon og laering. For å frigi tid til caseundervisning ble en del forelesninger filmatisert for selvstudium. Studentene var gjennomgående positive til opplegget med omvendt klasserom, og de var spesielt fornøyde med fleksibiliteten som filmatiserte forelesninger gir. Casene ble oppfattet som relevante for arbeidslivet, og undervisningsformen bidro til at flere møtte forberedt enn til tradisjonelle forelesninger. Hovedutfordringen i opplegget var at studentene ble usikre på casenes relevans for emnets laeringsutbyttebeskrivelser og vurderingsform. Tydelige forventningsavklaringer er avgjørende for å sikre høy studentdeltagelse og at studentene møter forberedt til caseundervisningen. Omlegging av undervisningen bidro til signifikant bedre akademisk prestasjon enn tidligere år.

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The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels

Cited by 329 publications

References 181 publications

The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

Arbeidslivets perspektiv inn i klasserommet via filmatiserte case

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