A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

Autor/inn/en	Jang, Hwan Young; Kim, Hye Jeong
Titel	A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education
Quelle	In: Education Sciences, 10 (2020), Artikel 115 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Meta Analysis; Teaching Methods; Blended Learning; Outcomes of Education; Higher Education; Affective Behavior; Cognitive Development; Instructional Innovation; Student Centered Learning; Effect Size; Interpersonal Competence; Intellectual Disciplines; Educational Benefits; Research Reports + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Affective disturbance; Active behaviour; Affektive Störung; Kognitive Entwicklung; Educational Innovation; Bildungsinnovation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Interpersonale Kompetenz; Geisteswissenschaften; Bildungsertrag; Research report; Forschungsbericht
Abstract	This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students' cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study's results show the positive effects of flipped classrooms and highlight the improvement in students' educational outcomes between 2012 and 2017. Overall, effect sizes were medium--effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47--across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01