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dc.contributor.authorLåg, Torstein
dc.contributor.authorSæle, Rannveig Grøm
dc.date.accessioned2019-08-27T13:05:36Z
dc.date.available2019-08-27T13:05:36Z
dc.date.issued2019-08-20
dc.description.abstractWe searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom’s influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies. Our results indicate a small effect in favor of the flipped classroom on learning (Hedges’ g = 0.35, 95% confidence interval [CI] [0.31, 0.40], k = 272). However, analyses restricted to studies with sufficient power resulted in an estimate of 0.24 (95% CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95% CI [1.34, 1.78], k = 45) and student satisfaction (Hedges’ g = 0.16, 95% CI [0.06, 0.26], k = 69) were small and also likely influenced by publication bias. There is some support for the notion that the positive impact on learning may increase slightly if testing student preparation is part of the implementation.en_US
dc.descriptionSource at <a href=https://doi.org/10.1177/2332858419870489>https://doi.org/10.1177/2332858419870489. </a>en_US
dc.identifier.citationLåg, T. & Sæle, R.G. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. <i>AERA Open, 5</i>(3), 1-17. https://doi.org/10.1177/2332858419870489en_US
dc.identifier.cristinIDFRIDAID 1718585
dc.identifier.doi10.1177/2332858419870489
dc.identifier.issn2332-8584
dc.identifier.urihttps://hdl.handle.net/10037/16015
dc.language.isoengen_US
dc.publisherSAGE Publicationsen_US
dc.relation.journalAERA Open
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Social science: 200::Education: 280::Other disciplines within education: 289en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Andre pedagogiske fag: 289en_US
dc.subjectflipped classroomen_US
dc.subjectactive learningen_US
dc.subjectachievementen_US
dc.subjectclassroom researchen_US
dc.subjectlearning environmentsen_US
dc.subjectsystematic reviewen_US
dc.subjectmeta-analysisen_US
dc.subjectpublication biasen_US
dc.titleDoes the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysisen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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