A Meta-Analysis of Learning and Moderator Variables in Flipped Education

Autor/in	Chien, Chih-Feng
Titel	A Meta-Analysis of Learning and Moderator Variables in Flipped Education
Quelle	In: Technology, Knowledge and Learning, 28 (2023) 2, S.517-538 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-022-09618-6
Schlagwörter	Meta Analysis; Flipped Classroom; Learning Processes; Thinking Skills; Academic Achievement; Effect Size + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Flipped classrooms; Flip teaching; Inverted teaching; Learning process; Lernprozess; Denkfähigkeit; Schulleistung
Abstract	The concepts and implementation of flipped education have been prevailing globally. However, most studies focus on learning performance with few analyses on moderator variables. The study conducted a meta-analysis to analyze 39 studies published over the 2012--2018 period. Among the 39 studies involving 4662 participants, 33 of the studies analyzed the dependent variable of learning performance, and 6 of the studies analyzed the other dependent variable of higher-order thinking. To further examine the effects, four moderators--education level, scaffolding, subject area, and country, were analyzed to investigate the various effects on learning performance. Overall, flipped education demonstrated a low effect size of 0.31 for learning performance, and a moderate effect size of 0.53 for higher-order thinking. The in-depth results and syntheses of the four moderators and two dependent variables and their implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01