What makes flipped learning effective? A meta-analysis of teaching and learning factors

초록

This study conducted a meta-analysis of 121 empirical studies to identify teaching- and learning-related variables that influence cognitive and affective outcomes in flipped learning environments. Teaching-related variables were classified into course design factors and instructor characteristics, while learning-related variables were classified into learning task factors and learner characteristics. The overall analysis showed that both types of variables had significant medium effects on learning outcomes (r = .352 for teaching-related variables and r = .303 for learning-related variables). For cognitive outcomes, learner-learner interaction had the highest effect size among teaching-related variables (r = .380), while learning engagement had the highest effect size among learning-related variables (r = .411). For affective outcomes, autonomy support (r = .504) and perceived usefulness (r = .394) had the highest effect sizes among teaching- and learning-related variables, respectively. Moderation analyses showed that the effects of learning-related variables increased with school level, and the effects of teaching-related variables were significantly greater when pre-class materials and in-class activities were diverse. These findings suggest that effective flipped learning depends on both the instructor's careful instructional design and the learner's active engagement, and that diversifying pre-class materials and in-class activities can enhance the role of teaching-related variables in promoting learning outcomes.

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