Student satisfaction with courses and instructors in a flipped classroom: A meta‐analysis.
The flipped classroom model challenges the way educators structure and implement their courses, and how students learn. Although there is burgeoning evidence for the effectiveness of flipped classrooms for improving student performance, student satisfaction is also an important consideration insofar...
| Published in: | Journal of Computer Assisted Learning Vol. 36; no. 3; pp. 295 - 315 |
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| Main Authors: | , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jun2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=143217452&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 143217452 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2020 vid: 36 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 143217452 143217452 143217452 10.1111/jcal.12421 143217452 ppf: 295 ppct: 20 formats: tig: atl: Student satisfaction with courses and instructors in a flipped classroom: A meta‐analysis. aug: au: Strelan, Peter Osborn, Amanda Palmer, Edward affil: School of Psychology, University of Adelaide, Adelaide South Australia,, Australia sug: subj: Teaching Methods Psychosocial Factors Student Satisfaction Learning Methods Human Meta Analysis Group Processes Conceptual Framework Systematic Review PubMed Psycinfo ERIC Database Descriptive Statistics ab: The flipped classroom model challenges the way educators structure and implement their courses, and how students learn. Although there is burgeoning evidence for the effectiveness of flipped classrooms for improving student performance, student satisfaction is also an important consideration insofar as student evaluations can affect uptake of new education approaches. Yet we know little about the extent to which students are satisfied with the flipped model. To address this discrepancy, this article reports a world‐first meta‐analysis of student satisfaction with flipped classrooms and teachers relative to traditional teaching approaches across disciplines and education level (overall 53 studies; 8,429 students). Overall, the flipped classroom had a weak–moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40). We also report moderating effects relating to discipline, education level, pre‐class testing, in‐class activities, group size, and sophistication of flipped designs. Lay Description: What is already known about this topicThe flipped classroom model is now widely employed around the worldThere is increasing evidence that it is associated with improved student performance, relative to traditional teaching approachesStudent satisfaction with teaching has implications for student motivation and performance; teacher‐related outcomes; and institution recruitment and fundingWhat this paper addsReports a world‐first meta‐analysis of effects of the flipped classroom model on student satisfaction, relative to traditional teaching approaches (overall 53 studies; 8,429 students)The flipped classroom has a weak‐moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40)Even a classroom that is only 'minimally' flipped is associated with higher levels of student satisfaction, relative to traditional teaching modelsImplications for practice and/or policyFlipped classroom designs should be encouraged on both pedagogical and pragmatic grounds; in the case of the latter, students prefer a flipped classroom approachStudents are likely to respond positively to teachers and institutions who employ a flipped classroom approach pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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