Executive Guide
Research Summary: What makes flipped learning effective? A meta-analysis of teaching and learning factors
- Original authors
- Attribution requires verification
- Original source
- Educational Technology Research and Development
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 28 August 2026
- Last updated
- 22 September 2026
- Reading time
- 1 min
- Publication type
- Executive Guide
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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
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- Verification ID
- ASA-EXG-2026-00640
- Version
- v1.0 · r0
- Issued
- 28 August 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- What makes flipped learning effective? A meta-analysis of teaching and learning factors
- Original authors
- Attribution requires verification
- Original source
- Educational Technology Research and Development
- Provenance status
- Attribution requires verification
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- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
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