Flipped classrooms

Flipped classrooms consistently produce better academic outcomes than traditional lecture-based teaching ➕➕➕➕. The most rigorous meta-analysis by Bredow et al. (2021) analysed 198 effect sizes across 55 higher education studies. They found a moderate overall effect (g = 0.35) in favour of flipped classrooms. The effect remained positive across disciplines and learning outcomes, but was larger when the flipped format replaced lecture-only instruction, rather than supplementing it. The effect was also stronger in studies with random assignment and in disciplines that included practice or application-based learning, such as health and engineering.

Shi et al. (2020) focused on cognitive learning outcomes in university students. They found a moderate effect (g = 0.44) for flipped classrooms compared to traditional ones. Their review highlighted that active learning strategies (e.g., discussions, group work, problem-solving) during class were key drivers of this effect. Passive activities during class (e.g., watching more videos) reduced the impact. Flipped instruction was especially effective when it encouraged collaborative engagement among students ➕➕➕.

Chen et al. (2018) focused on medical education, reviewing 46 studies with over 9000 participants. The flipped classroom had a significant positive effect on learning outcomes (g = 0.33), with larger effects in studies conducted after 2016, suggesting flipped learning is becoming more effective as instructors refine their practice. The largest effects were seen when flipped instruction was used for skills-based learning rather than knowledge transmission. However, many included studies had unclear or high risk of bias, which slightly reduces the confidence level ➕➕➕.

Lo and Hew (2019) conducted a meta-analysis of flipped learning in STEM disciplines and found a medium effect (g = 0.44) on student performance. They also found positive effects on student engagement, satisfaction, and motivation. Importantly, they identified several design features that improved outcomes:

• Use of pre-class quizzes or concept checks to promote preparation
• Guided in-class activities, such as structured problem-solving
• Short, targeted video lectures rather than long recorded sessions
• Clear expectations and structure, especially in large classes

All four reviews agree that the flipped model is more effective when instructors ensure students engage with pre-class material and use in-class time for active learning. Students benefit most when they are accountable (e.g., via quizzes), and class time involves interactive tasks rather than passive listening.

While most studies report positive outcomes, a few caution that the flipped model may not benefit all learners equally. For example, students with weak time management or limited digital access might struggle with pre-class preparation. However, these challenges can often be addressed with appropriate scaffolding and support.