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Introduction
Improving the student learning experience is a vital process of the system of education and the task of various researchers. One of the methods to increase learning outcomes is a flipped-classroom approach. This is the type of blended learning that focuses on student active learning and provides the instructor with a better opportunity of managing differentiated learning preferences, mixed levels, and student difficulties during the in-class period. Since some people are not completely convinced of the usefulness of this method, there is a significant number of articles that study and prove its positive effects on students learning outcomes. The purpose of this paper is to analyze five of such articles and provide their summaries and results.
The Impact of a Flipped Classroom Approach on Student Learning Experience
This article provides the evaluation of a flipped-classroom approachs effect on the learning experience of undergraduate students. The assessment of the success of this method was based on the participants perceptions of the new course designs influence on the student learning experience (Awidi & Paynter, 2018). The results of the article state that some flipped designs components like the in-class sessions structure and the lectures that were pre-recorded need to be redesigned so that they can strengthen and increase the student learning experience.
Effects of the Flipped Classroom Instructional Strategy on Students Learning Outcomes: A Meta-Analysis
This articles purpose was to analyze how the flipped classroom strategy influences student learning outcomes. It was examined in relation to a set of moderating variables including student levels, publication types, study durations and subject area (Cheng, Ritzhaupt & Antonenko, 2019, p. 793). Fifty-five publications that compared flipped and traditional classrooms were analyzed, and the results showed that a flipped approach has a rather positive effect on the students outcomes.
Do Students Learn More from a Flip? An Exploration of the Efficacy of Flipped and Traditional Lessons
This paper analyses the study that compared the learning outcomes and perceptions of students who learned the same information in a traditional and flipped classroom. The results showed that there were no significant differences in the learning outcomes of students (DeSantis, Curen, Putsch & Metzger, 2015, p. 39). Moreover, those who took part in the traditional lesson were more satisfied with their own learning process.
Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional Versus Flipped Classroom Models
The purpose of this article was to study whether the flipped teaching model has an effect on teacher satisfaction, student performance, and their perceptions. Sixteen teachers were the participants of the study, and they implemented the flipped approach in their classrooms (Unal & Unal, 2017). To measure and compare student performance, post-tests and pre-tests were used while various surveys collected data on teacher satisfaction and student perception (Unal & Unal, 2017). The results demonstrated that if used correctly, the flipped classroom approach results in higher teacher satisfaction and a more positive perception of students.
Eects of Flipping the Classroom on Learning Outcomes and Satisfaction: A Meta-Analysis
The purpose of this article was to compare unipped and ipped classrooms in postsecondary and secondary education. The results showed that when designed appropriately, a ipped classroom approach is a promising pedagogical method (van Alten, Phielix, Janssen & Kester, 2019). There was small positive eect on learning outcomes, but no eect was found on student satisfaction regarding the learning environment (Van Alten et al., 2019, p. 1). Moreover, students in ipped classrooms were proven to achieve higher learning outcomes compared to non-ipped classes.
Conclusion
To draw a conclusion, one may say that such articles are indeed helpful for those people who are not fully persuaded by the benefits of the flipped classroom approach. This method is proven to be quite innovative and useful; in most cases, it increases the students outcomes and positively influences their performance. However, it has to be organized correctly; otherwise, this approach is unlikely to demonstrate any improvements. All articles possible critiques may be based on the non-trustworthiness of the data since it was collected through questionnaires and interviews or in other sources.
References
Awidi, I., & Paynter, M. (2018). The impact of a flipped classroom approach on student learning experience. Computers & Education, 12, 269-283.
Cheng, L., Ritzhaupt, A.D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students learning outcomes: A meta-analysis. Education Technical Research Development, 67, 793824.
DeSantis, J., Curen, R., Putsch, J., & Metzger, J. (2015). Do students learn more from a flip? An exploration of the efficacy of flipped and traditional lessons. Journal of Interactive Learning Research, 26(1), 39-63.
Unal, Z., & Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), 145-164.
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1-18.
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