Student Reactions to and the Effectiveness of the Flipped Classroom Across Learning Domains

Abstract

This chapter identifies six learning domains that are critical to a well-rounded education and conducts a comprehensive review of the literature on outcomes associated with flipped learning for each learning domain. Based on this review, the chapter provides guidance regarding the learning goals, types of courses, and students most likely to benefit from flipped learning. In the science, technology, engineering, or math fields flipping results in higher examination scores than lecture-based courses. Limited research on flipped learning in the social sciences is positive, but more mixed, suggesting that the technique must be employed strategically to be beneficial. There is also emerging evidence that flipped learning may be more effective than lecture-based learning in promoting learning goals such as higher-order thinking, self-regulation, engagement, and academic and interpersonal skills.