Since the pandemic, more instructors at schools and colleges appear to have embraced “flipped learning,” the approach of asking students to watch lecture videos before class so that class time can be used for active learning.
Proponents say the model improves student outcomes by encouraging more interaction among students and professors, and many studies have been conducted to measure the efficacy of the approach. So a group of professors recently performed a meta-analysis to try to assess how well flipped learning is working.
The study considered 173 studies of flipped learning, as well as 46 previous meta-analyses of the approach. And while many of the studies showed gains for learners in some cases, the researchers concluded that flipped learning isn’t living up to its promise.
“The current levels of enthusiasm for flipped learning are not commensurate with and far exceed the vast variability of scientific evidence in its favor,” the paper argues.
In fact, the authors made the surprising conclusion that many instances of flipped learning involve more time spent on passive learning than the traditional lecture model, because some professors both assign short video lectures and spend some time in class lecturing to prepare for class activities. As the authors put it: “Indeed, it seems that implementations of flipped learning perpetuate the things they claim to reduce, that is, passive learning.”
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