Flipped Classrooms versus Traditional Classrooms: A systematic review and meta-analysis on student achievement in higher education

Concurrent Session 3
Streamed Session

Brief Abstract

This is the first true systematic review and meta-analysis that measures the impact of the flipped classroom model of blended learning on student achievement in higher education. Seventy-two effect sizes were extracted and significant differences and moderators were determined.

Presenters

PhD Candidate (Educational Technology) at Concordia University, Montreal, Quebec, Canada. Distance Learning Program Development Specialist (DLS) at the University of Guelph, Guelph, Ontario, Canada (Previously Instructional Developer at Mount Saint Vincent University, Halifax, Nova Scotia, Canada) I share my passion for learning with university faculty as we collaboratively design courses for online or blended formats. I am currently pursuing my PhD in Educational Technology and gaining a wealth of experience using meta-analysis to measure the effectiveness of blended learning, (e.g., the flipped classroom), on student learning in higher education.

Extended Abstract