Student satisfaction with courses and instructors in a flipped classroom: A meta-analysis

The flipped classroom model challenges the way educators structure and implement their courses, and how students learn. Although there is burgeoning evidence for the effectiveness of flipped classrooms for improving student performance, student satisfaction is also an important consideration insofar as student evaluations can affect uptake of new education approaches. Yet we know little about the extent to which students are satisfied with the flipped model. To address this discrepancy, this article reports a world-first meta-analysis of student satisfaction with flipped classrooms and teachers relative to traditional teaching approaches across disciplines and education level (overall 53 studies; 8,429 students). Overall, the flipped classroom had a weak-moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40). We also report moderating effects relating to discipline, education level, pre-class testing, in-class activities, group size, and sophistication of flipped designs. Lay Description What is already known about this topic Implications for practice and/or policyWhat this paper adds The flipped classroom model is now widely employed around the world There is increasing evidence that it is associated with improved student performance, relative to traditional teaching approaches Student satisfaction with teaching has implications for student motivation and performance; teacher-related outcomes; and institution recruitment and funding Reports a world-first meta-analysis of effects of the flipped classroom model on student satisfaction, relative to traditional teaching approaches (overall 53 studies; 8,429 students) The flipped classroom has a weak-moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40) Even a classroom that is only 'minimally' flipped is associated with higher levels of student satisfaction, relative to traditional teaching models Flipped classroom designs should be encouraged on both pedagogical and pragmatic grounds; in the case of the latter, students prefer a flipped classroom approach Students are likely to respond positively to teachers and institutions who employ a flipped classroom approach