“Flipped learning” belongs to a plethora of educational interventions that carry the same label, but vary substantially in how they are implemented in practice.
Not all such variations are equally effective for student learning.
Flipped learning typically comprises two phases:
Proponents of flipped learning argue that moving passive content pre-lesson frees up space for more active learning in class, leading to better learning outcomes.
At least, theoretically, that is the claim. Practically however, and contrary to popular belief, our Learning Sciences and Higher Education research team at ETH Zurich, in collaboration with researchers from the Melbourne Graduate School of Education at University of Melbourne, did not find evidence for this claim (Kapur et al, 2022).
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