Data_Sheet_1_Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis.PDF

The current levels of enthusiasm for flipped learning are not commensurate with and far exceed the vast variability of scientific evidence in its favor. We examined 46 meta-analyses only to find remarkably different overall effects, raising the question about possible moderators and confounds, showing the need to control for the nature of the intervention. We then conducted a meta-analysis of 173 studies specifically coding the nature of the flipped implementation. In contrast to many claims, most in-class sessions are not modified based on the flipped implementation. Furthermore, it was flipping followed by a more traditional class and not active learning that was more effective. Drawing on related research, we proposed a more specific model for flipping, “Fail, Flip, Fix, and Feed” whereby students are asked to first engage in generating solutions to novel problems even if they fail to generate the correct solutions, before receiving instructions.

当前对于翻转式学习的热情与其所支持的丰富科学证据的多样性并不相称，甚至远超。我们仅对46项元分析进行了研究，却发现整体效果存在显著差异，这引发了关于可能调节因素和混杂因素的疑问，并凸显了控制干预性质之必要。随后，我们对173项研究进行了元分析，专门编码了翻转实施的性质。与许多说法相反，大多数课堂活动并非基于翻转实施而进行修改。更进一步，是翻转学习后跟随的传统课堂以及主动学习，而非单纯的传统课堂，效果更为显著。借鉴相关研究，我们提出了一个更为具体的翻转学习模型——“失败、翻转、修正与反馈”，其中学生被要求首先尝试解决新颖问题，即使他们未能生成正确的解决方案，随后再接受指令。