Is Flipped Classroom More Effective Than Traditional Classroom? A Meta-Analytic Review

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-4 - Instructional Technology SIG Poster Session 1

Abstract

The purpose of this meta-analytic research is to thoroughly examine the effects of the flipped classroom blended learning model by synthesizing primary studies. We searched for primary studies following a systematic procedure through various databases in multiple disciplines. In a multiphase process, we arrived at 62 artifacts (e.g., articles, dissertations, theses, conference proceedings) that met our inclusion and exclusion criteria. The overall effect size using a random-effects model is 0.344, which is a small to medium effect size. A discussion will be provided in the full paper.

Authors

• Li Cheng, University of Florida

• Albert Dieter Ritzhaupt, University of Florida

• Pasha Antonenko, University of Florida