Research Seminar: Flipped Classrooms, do they really work?

Flipped Classrooms. Do they really work?

Dr Edward Palmer (presenter: School of Education), Dr Peter Strelan & Dr Amanda Osborn (School of Psychology)

The flipped classroom model challenges the way that educators structure and implement their courses, and how students learn. This presentation discusses evidence for the effectiveness of flipped classrooms for improving student performance and student satisfaction. In this presentation we discuss the characteristics of flipped classrooms and report on the first comprehensive meta-analysis of its effects on student performance, relative to traditional teaching models, across disciplines and education level. We included 198 studies comprising 33,678 students in our meta-analysis. The flipped classroom was beneficial regardless of discipline, with effect sizes ranging from weak (i.e., for IT, g = 0.30; k = 14) to strong (i.e., for humanities, g = 0.98; k = 34). We also discuss a meta-analysis of student satisfaction with flipped classrooms and teachers relative to traditional teaching approaches across disciplines and education level where it has a weak-moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40).