Journal article
Effects of Flipped Instruction on College Students' Learning in STEM Subject Domains: A Meta-Analysis
Journal of STEM education, Vol.23(4), pp.33-48
10/01/2022
DOI:
https://doi.org/10.7273/000004653
Handle:
https://hdl.handle.net/2376/122759
Abstract
The increasing need for innovative constructivist learning approaches in college STEM subject domains has necessitated the use of flipped instruction which infuses computer-assisted learning with face-to-face learning to achieve optimal learning. This meta-analysis investigates the effect of flipped instruction and the conditions under which it is beneficial or deleterious for college students learning in STEM subject domains. Overall, the meta-analysis results show that flipped instruction is an effective learning strategy for STEM subject domains. Moderator analyses reveal that pre-class instructional features, the structure of in-class activities, STEM subject domains, and test format moderated the overall effect size. Our findings indicate that flipped instruction yields robust learning benefits when the pre-class videos are accompanied by pre-class tasks for students to work on and collaborative in-class activities that allow them to interact with one another. These findings have implications for designing flipped instruction, particularly for STEM subject domains.
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Details
- Title
- Effects of Flipped Instruction on College Students' Learning in STEM Subject Domains: A Meta-Analysis
- Creators
- Chioma EzehOlusola Adesope - Washington State University, Teaching and Learning, Department ofOlasunkanmi KehindeEmmanuel Jaiyeola
- Publication Details
- Journal of STEM education, Vol.23(4), pp.33-48
- Academic Unit
- Education, College of
- Publisher
- Institute for SMET Education and Research
- Identifiers
- 99900923840401842
- Language
- English
- Resource Type
- Journal article