The influences of Flipped Classroom: A meta analysis

Abstract

The latest learning methods of 21st century emphasizes on student-centered learning and the use of technology in teaching. Flipped Classroom is one of the latest pedagogies that give attention to active learning through the use of technology as an intermediary in learning and teaching. In contrast to the traditional method where the teacher use 'chalk and talk', Flipped Classroom emphasizes on learning through the student's own knowledge construction. Thus, there are two-way interactions which are among the students themselves and between teachers and students. Existing traditional methods have experienced paradigm shift towards the implementation of the methods and patterns that meet the learning styles of students. Implementation of new methods, such as Flipped Classroom are to ensure balanced with the demands of the present century in education system. The main idea of Flipped Classroom is to give meaningful and impactful learning. Previous studies on Flipped Classroom found that this method has positive impacts on student's achievement. Previous researchers also have tested the effectiveness of Flipped Classroom from various aspects such as the use of different instruments for different discipline based on the level of their students. This paper will review a number of studies that have been carried out in assessing the participants after the implementation of Flipped Classroom approach.

Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study

“…In this study, 21 studies using flipped learning model were analyzed and it was concluded that student achievement was increased by flipped learning in majority of the studies. Another study was conducted by Rahman, Aris, Mohamed and Zaid (2014). In this study, 17 studies on flipped learning model were included in the meta-analysis and it was determined that flipped learning model has a positive effect on student achievement.…”

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

“…In Asia, in the past decade, there has been a wave of implementations of the flipped classroom in K‐12 education. When adopting this approach, teachers are confronted with challenges including preparation of instructional videos that provide effective learning guidance (Lai & Hwang, ; Rahman, Aris, Mohamed, & Zaid, ). This implies that more attention has been paid to the development of micro‐lesson videos rather than to developing effective strategies for improving students’ knowledge construction and knowledge internalization (Blau & Shamir‐Inbal, ; Kim, Kim, Khera, & Getman, ).…”

Learning Analytics in the Flipped Classroom – Learning Dashboards from the Students' Perspective

“…Few studies conclude that FC does not improve student performance compared to traditional teaching concepts [12,13] while the majority of studies describe positive effects of the FC on student motivation, satisfaction, and performance [8,14,15]. Also, commitment, problem-solving skills, and conceptual understanding can be increased [8].…”