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Goff, E. E., Reindl, K. M., Christina, J., Phillip, M. C., Offerdahl, E. G., & Schroeder, N. L. et al. (2018). Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction. Journal of Microbiology & Biology Education, 19, 19.2.70.
https://doi.org/10.1128/jmbe.v19i2.1460

has been cited by the following article:

• TITLE: Impact of the Flipped Classroom on Students’ Learning Performance via Meta-Analysis

  AUTHORS: Mingming Shao, Xiaohong Liu

  KEYWORDS: Flipped Classroom, Meta-Analysis, Learning Performance, Quasi-Experiment, Subgroup Analysis

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.9, September 2, 2021

  ABSTRACT: The flipped classroom is a teaching strategy that reconstructs conventional teaching methods and pays attention to students’ active learning. Recently, there have been many studies comparing the effects of flipped and traditional classrooms on students’ learning outcomes, but which is more suitable remains an open issue. This study explored the effect of flipped classrooms on student learning performance compared to traditional classrooms via meta-analysis. Using predefined eligibility criteria to screen the literature, WoS databases were searched for the relevant articles, and 63 experimental articles were included in the meta-analysis. STATA was used to conduct the current meta-analysis. The results indicated that the flipped classroom can improve students’ academic performance. The subgroup analysis showed that the heterogeneity of each subgroup was relatively large, and the sensitivity analysis found that the source of heterogeneity might be caused by the different experimental designs and the specific implementations of the flipped classrooms. The results provide a broad perspective for educators to implement flipped classrooms in the future.