College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature
Tóm tắt
Từ khóa
Tài liệu tham khảo
Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business,89(8), 419–424.
Altman, D. G., & Bland, J. M. (2005). Standard deviations and standard errors. British Medical Journal,331(7521), 903.
Aşıksoy, G., & Özdamli, F. (2016). Flipped classroom adapted to the arcs model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education,12(6), 1589–1603.
Awidi, I., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education,128, 269–283.
Balaban, R. A., Gilleskie, D. B., & Tran, U. (2016). A quantitative evaluation of the flipped classroom in a large lecture principles of economics course. The Journal of Economic Education,47(4), 269–287.
Baytiyeh, H., & Naja, M. K. (2017). Students’ perceptions of the flipped classroom model in an engineering course: A case study. European Journal of Engineering Education,42(6), 1048–1061.
Bergmann, J., & Sams, A. (2009). Remixing chemistry class: Two Colorado teachers make podcasts of their lectures to free up class time for hands-on activities. Learning and Leading with Technology,36(4), 22–27.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the American Society of Engineering Education (ASEE) Annual Conference, Atlanta, GA. Retrieved from https://www.asee.org/search/proceedings
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester, England: Wiley.
Bouroumi, A., & Fajr, R. (2014). Collaborative and cooperative e-learning in higher education in Morocco: A case study. International Journal of Emerging Technologies in Learning,9(1), 66–72.
Boyraz, S., & Ocak, G. (2017). Implementation of flipped education into Turkish EFL teaching context. Journal of Language and Linguistic Studies,13(2), 426–439.
Charlton, B. G. (2006). Lectures are such an effective teaching method because they exploit evolved human psychology to improve learning. Medical Hypotheses,67(6), 1261–1265.
Cilli-Turner, E. (2015). Measuring learning outcomes and attitudes in a flipped introductory statistics course. Primus,25(9–10), 833–846.
Cochrane Collaboration. (2014). Review Manager (Version 5.3) [Computer software]. Retrieved from https://community.cochrane.org/help/tools-and-software/revman-5/revman-5-download .
Cotta, K. I., Shah, S., Almgren, M. M., Macías-Moriarity, L. Z., & Mody, V. (2016). Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning,8(5), 646–653.
Crimmins, M. T., & Midkiff, B. (2017). High structure active learning pedagogy for the teaching of organic chemistry: Assessing the impact on academic outcomes. Journal of Chemical Education,94(4), 429–438.
Day, L. J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. American Association of Anatomists.,11(6), 565–574. https://doi.org/10.1002/ase.1772 .
Eichler, J. F., & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades. Chemistry Education Research & Practice,17(1), 197–208.
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education,18(2), 151–167.
El-Banna, M. M., Whitlow, M., & Mcnelis, A. M. (2017). Flipping around the classroom: Accelerated Bachelor of Science in nursing students’ satisfaction and achievement. Nurse Education Today,56, 41–46.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends,57(6), 14–27.
Entezari, M., & Javdan, M. (2016). Active learning and flipped classroom, hand in hand approach to improve students learning in human anatomy and physiology. International Journal of Higher Education,5(4), 222–231.
Flipped Learning Network. (2014). The four pillars of F-L-I-P™. Retrieved from http://www.flippedlearning.org/definition
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United State of America,111(23), 8410–8415.
Galvis, A. H., McIntyre, C., & Hsi, S. (2006). Framework for the design and delivery of effective global blended learning experiences. Report prepared for the World Bank group, human resources leadership and organizational effectiveness unit. Unpublished manuscript.
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. A. (2014). Novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education,14(1), 181.
Gilies, R. M., Ashman, A. F., & Terwel, J. (2008). The teacher’s role in implementing cooperative learning in the classroom. New York: Springer.
Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., & Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education,82(5), 433–440.
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning & Instruction,45, 61–71.
Heuett, W. J. (2017). Flipping the math classroom for non-math majors to enrich their learning experience. Primus,27(10), 889–907.
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education,18(1), 38. https://doi.org/10.1186/s12909-018-1144-z .
Heyborne, W. H., & Perrett, J. J. (2016). To flip or not to flip? Analysis of a flipped classroom pedagogy in a general biology course. Journal of College Science Teaching,45(4), 31–37.
Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal,327(7414), 557–560.
Horn, M. (2013). The transformational potential of flipped classrooms: Different strokes for different folks. Education Next,13, 78–79.
Hughes, Y., & Lyons, N. (2017). Does the flipped classroom improve exam performance in medical education? A systematic review. MedEdPublish,6(2), 38. https://doi.org/10.15694/mep.2017.000100 .
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning,28(1), 81–96.
Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics,1(4), 85–108. https://doi.org/10.1257/app.1.4.85 .
Kay, R., MacDonald, T., & DiGiuseppe, M. (2018). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education.. https://doi.org/10.1007/s12528-018-9197-x .
Kennedy, E., Beaudrie, B., Ernst, D. C., & St. Laurent, R. (2015). Inverted pedagogy in second semester calculus. Problems, Resources, and Issues in Mathematics Undergraduate Studies,25(9–10), 892–906.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014a). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education,22, 37–50.
Kim, G. J., Patrick, E. E., Srivastava, R., & Law, M. (2014b). Perspective on flipping circuits I. IEEE Transactions on Education,57(3), 188–192.
Köroğlu, Z. C., & Cakir, A. (2017). Implementation of flipped instruction in language classrooms: An alternative way to develop speaking skills of pre-service English language teachers. International Journal of Education and Development using Information and Communication Technology,13(2), 42–55.
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research,86(3), 643–680.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education,31(1), 30–43.
Lambert, C. (2012). Twilight of the lecture. Harvard Magazine, March–April. Retrieved from http://harvardmagazine.com/2012/03/twilight-of-the-lecture
Larson, S., & Yamamoto, J. (2013). Flipping the college spreadsheet skills classroom: Initial empirical results. Journal of Emerging Trends in Computing and Information Sciences,4(10), 751–758.
Lax, N., Morris, J., & Kolber, B. J. (2017). A partial flip classroom exercise in a large introductory general biology course increases performance at multiple levels. Journal of Biological Education,51(4), 412–426.
Liebert, C. A., Lin, D. T., Mazer, L. M., Bereknyei, S., & Lau, J. N. (2016). Effectiveness of the surgery core clerkship flipped classroom: A prospective cohort trial. American Journal of Surgery,211(2), 451–457.
Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis (Vol. 49). Thousand Oaks, CA: SAGE Publications Inc.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning,12(1), 4. https://doi.org/10.1186/s41039-016-0044-2 .
Maciejewski, W. (2016). Flipping the calculus classroom: An evaluative study. Teaching Mathematics & Its Applications,35(4), 187–201.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record,115(3), 1–47.
Michaelowa, K. (2010). Primary education quality in Francophone sub-Saharan Africa: Determinants of learning achievement and efficiency considerations. World Development,29(10), 1699–1716.
Morton, D. A., & Colbert-Getz, J. M. (2017). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by bloom’s taxonomy. Anatomical Sciences Education,10(2), 170–175.
Munawaroh, (2017). The influence of teaching methods and learning environment to the student’s learning achievement of craft and entrepreneurship subjects at vocational high school. International Journal of Environmental & Science Education,12(4), 665–678.
Ng, E. M. W. (2018). Integrating self-regulation principles with flipped classroom pedagogy for first year university students. Computers & Education,126, 65–74.
O’Flahrety, J., & Phillips, C. (2015). The use of flipped classroom instruction in higher education: A scoping review. The Internet and Higher Education,25, 85–95.
Ojennus, D. D. (2015). Assessment of learning gains in a flipped biochemistry classroom. Biochemistry and Molecular Biology Education,44(1), 20–27.
Olitsky, N. H., & Cosgrove, S. B. (2016). The better blend? Flipping the principles of microeconomics classroom. International Review of Economics Education,21, 1–11.
Özpinar, İ., Yenmez, A. A., & Gökçe, S. (2016). An application of flipped classroom method in the instructional technologies and material development course. Journal of Education & Training Studies,4(12), 213–226.
Peplow, M. (2017). Social Sciences suffer from severe publication bias. Retrieved from https://www.nature.com/news/social-sciences-suffer-from-severe-publication-bias-1.15787 .
Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course a quasi-experimental study. Teaching of Psychology,43(1), 10–15.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education,76(10), 1–5.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education,93(3), 223–231.
Prøitz, T. S. (2010). Learning outcomes: What are they? Who defines them? When and where are they defined? Educational Assessment Evaluation & Accountability,22(2), 119–137.
Rahman, A. A., Aris, B., Mohamed, H., Zaid, N. M. (2014, December). The influences of flipped classroom: A meta analysis. In 2014 IEEE 6th Conference on Engineering Education (ICEED) (pp. 24–28). Kuala Lumpur, Malaysia: IEEE.
Ramnanan, C. J., & Pound, L. D. (2017). Advances in medical education and practice: Student perceptions of the flipped classroom. Advances in Medical Education and Practice,8, 63–73.
Richardson, D. (2008). Don’t dump the didactic lecture; fix it. Advances in Physiology Education,32(1), 23–24. https://doi.org/10.1152/advan.00048.2007 .
Ryan, M. D., & Reid, S. A. (2016). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education,93(1), 13–23.
Şengel, E. (2016). To flip or not to flip: Comparative case study in higher education in turkey. Computers in Human Behavior,64, 547–555.
Shi, Y., Wang, S., Ma, Y., MacLeod, J., & Yang, H. H. (2018, July) College Students’ learning outcomes in flipped classroom instruction: A literature review. In 2018 International Symposium on Educational Technology (ISET) (pp. 78–81). IEEE. http://doi.org/10.1109/ISET.2018.00026
Smith, M. L., & Glass, G. V. (1977). Meta-analysis of psychotherapy outcome studies. American Psychologist,32, 752–760.
Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., & Young, A. M. (2018). Anatomy of STEM teaching in North American universities. Science,359(6383), 1468–1470. https://doi.org/10.1126/science.aap8892 .
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research,15(2), 171–193.
Sun, J. C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. International Review of Research in Open & Distance Learning,17(1), 79–99.
Tan, C., Yue, W. G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research,4(4), 192–200.
Tucker, B. (2012). The flipped classroom. Education Next,12(1), 82–83.
Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education,37(4), 316–320.
Wang, C. X., Dong, Q., & Wu, F. (2018). A meta-analysis of the effects of mobile learning on students’ learning performance. Journal of Distance Education,2, 67–75. https://doi.org/10.15881/j.cnki.cn33-1304/g4.2018.02.007 .
Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2017). Exploring flipped classroom instruction in calculus III. International Journal of Science & Mathematics Education,15(3), 545–568.
Weaver, G. C., & Sturtevant, H. G. (2015). Design, implementation, and evaluation of a flipped format general chemistry course. Journal of Chemical Education,92(9), 1437–1448.
Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? The CATESOL Journal,28(1), 39–67.
Wen, A. S., Zaid, N. M., & Harun, J. (2015, August). A meta-analysis on students’ social collaborative knowledge construction using flipped classroom model. In 2015 IEEE conference on e-Learning, e-Management and e-Services (pp. 58–63). Melaka, Malaysia: IEEE.
Yu, Z., & Wang, G. (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class. Journal of Educational Technology & Society,19(2), 298–312.