Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review

• Published in: BMC medical education Vol. 22; no. 1; p. 34
• Main Authors: Oudbier, Janique, Spaai, Gerard, Timmermans, Karline, Boerboom, Tobias
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 12.01.2022; BioMed Central; BMC
• Subjects: Academic Achievement; Advantages; Blended learning; Curriculum; Data Analysis; Disadvantages; Distance learning; Educational Strategies; Effectiveness; Flipped classroom; Health Education; Higher education; Humans; In Person Learning; Interventions; Learning; Learning Processes; Mediators; Medical education; Methods; Motivation; Problem-Based Learning; Research methodology; Science education; Software; Students; Teaching methods; Netherlands; Health science education; Effectiveness; Interventions; Disadvantages; Advantages; Mediators; Flipped classroom
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-021-03052-5

In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as test scores, the achievement of higher learning goals, and student perceptions. A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. After screening the studies based on the inclusion-and exclusion criteria, 88 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner's level of self-regulated learning, teacher's role and motivation, assessment approach, and guidance during self-study by means of prompts or feedback. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.