What makes flipped learning effective? A meta-analysis of teaching and learning factors

A meta-analysis of 121 empirical studies on flipped learning identified that both teaching-related and learning-related variables significantly impact cognitive and affective outcomes. Teaching-related factors, including course design and instructor characteristics, showed a combined effect size (r) of .352. Learning-related factors, encompassing task design and learner characteristics, had a combined effect size (r) of .303. Specific high-impact factors were learner-learner interaction for teaching and learning engagement for learners, particularly influencing cognitive outcomes.

Why it matters

Understanding the specific factors that enhance flipped learning effectiveness is crucial for strategic educational planning and resource allocation. This research provides an evidence-based foundation for optimizing instructional design and learner support, directly impacting institutional performance and stakeholder satisfaction in educational environments.

Key insights

• Flipped learning effectiveness is significantly influenced by both teaching-related and learning-related variables, with medium effect sizes.
• Teaching-related variables (course design, instructor characteristics) have a combined effect size of r = .352 on learning outcomes.
• Learning-related variables (learning task factors, learner characteristics) have a combined effect size of r = .303 on learning outcomes.
• For cognitive outcomes, learner-learner interaction showed the highest effect size among teaching-related variables (r = .380).
• Learning engagement demonstrated the highest effect size among learning-related variables for cognitive outcomes.

Source

Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10705-z