{"id":83,"date":"2024-10-13T20:57:44","date_gmt":"2024-10-13T20:57:44","guid":{"rendered":"https:\/\/anadialecticalmaterialism.com\/?p=83"},"modified":"2024-10-13T20:57:46","modified_gmt":"2024-10-13T20:57:46","slug":"to-flip-or-not-to-flip-systematic-review-and-meta-analysis","status":"publish","type":"post","link":"https:\/\/anadialecticalmaterialism.com\/?p=83","title":{"rendered":"To Flip or Not to Flip – Systematic Review and Meta-analysis."},"content":{"rendered":"\n
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SOME KEY POINTS from this ARTICLE:<\/strong> <\/p>\n\n\n\n

Some variations from previous studies were found:<\/p>\n\n\n\n

Unexpectedly, our results regarding the benefits of accountability assignments<\/em> diverged from those of previous studies. Consistent with the idea that pre-class learning is key<\/strong> to students\u2019 ability to benefit from in-class exercises (Sweller,<\/em> 2020), past meta-analyses have found that flipped interventions are more effective<\/em> when they hold students accountable for watching the vodcasts before class (Hew<\/em> & Lo, 2018; L.g & S.le, 2019; Lo et al., 2017; van Alten et al., 2019). <\/em><\/p>\n\n\n\n

In contrast,<\/em> we found that formally assessing students\u2019 preclass preparation was, at best, neutral,<\/em> and at worst, deleterious to students\u2019 academic outcomes. <\/em><\/strong><\/p>\n\n\n\n

PERHAPS best to avoid “formal” assessment of their prep – an informal assessment most likely better to prevent negatively impacting on academic outcomes. Informal quiz, do it outside of class. For their own benefit. <\/p>\n\n\n\n

Enable them to catch up by watching any vids and making notes in-class whilst setting up other spaces and allocating people to their relevant “tables” – green (ok – reaching the goals comfortably), orange (need more support), purple (need more enrichment – development) – stretching.<\/p>\n\n\n\n

Although utilizing in-class quizzes did not influence students\u2019 outcomes one way or another, courses<\/em> that held students accountable via preclass assessments (e.g., worksheets, quizzes)<\/em> actually demonstrated <\/em>fewer gains from flipped learning than courses with no<\/em> accountability.<\/em><\/strong><\/p>\n\n\n\n

Develop culture of accountability rather than enforcing accountability. (Reward rather than punish). Facilitate catch-up to encourage socialization to being ready and learn that being ready means that doing class is easier, rather than punishing for not being ready.<\/p>\n\n\n\n

Unlike in-class quizzes, preclass quizzes, or worksheets may<\/em> encourage students to approach vodcasts with the goal of completing the assessment rather than learning the material. Yet, despite avoiding this pitfall, in-class quizzes still did not yield any advantage in our study. Given that most of the meta analyses showing a positive effect for accountability included primary\/secondary students in their sample, it may be that accountability is less important for flipped learning outcomes in higher education, where self-regulation abilities are generally higher (Wigfield et al., 2011). However, it is also possible that the association<\/em><\/p>\n\n\n\n

is spurious (e.g., instructors of highly motivated learners may not need to assign accountability and may also have students who are most likely to benefit from<\/em> flipped learning), suggesting that more research is needed before firm conclusions<\/em> can be drawn.<\/em><\/p>\n\n\n\n

I.e. Jury is out here – so sense-checking motivation, encourage good self-regulation and assess ability to self-regulate learning – if it’s higher then most likely the accountability will follow – will be a better strategy than cracking the whip, being punishing and enforcing accountability. You can’t force accountability, but you can coach, be motivating\/instructional and reward effort, appraise self-regulation, encourage and refer to appropriate coaching methods and support. Use of Vygotskian ZPD to enable peer-learning and role-modelling using a social constructivist approach in alignment with the PON will most likely create a better atmosphere.<\/p>\n\n\n\n

VODCASTS<\/strong><\/p>\n\n\n\n

Indeed, both qualitative research and review articles suggest a number of design factors that are likely to influence the<\/em> efficacy of the flipped classroom, including the quality, duration, and style of the<\/em> vodcasts; the use of collaborative versus independent learning; the regularity and<\/em> timeliness of instructor guidance and feedback; and the constructive alignment of<\/em> pre- and in-class activities (Ak.ay\u0131r & Ak.ay\u0131r, 2018; Kim et al., 2014; Lo et al.,<\/em> 2017; McLaughlin et al., 2016).<\/em><\/p>\n\n\n\n

GETTING STYLE RIGHT OF VODCASTS – STYLE GUIDE. HIGH QUALITY, SHORT DURATION <\/strong>(3-5mins <20 mins tot – ideally about 12 mins – depending on whether INTRO<\/strong> (short) or CONCEPTUAL DEPTH REQUIRED<\/strong> – within 15 mins). Everything should be explicable in a MAX of <15 mins<\/strong> (i.e. 5×3 min vodcasts or 3×4 min vodcasts etc). BEING COLLABORATIVE.<\/strong> (Principles of CBT apply here). GET CONSTRUCTIVE ALIGNMENT of BEFORE AND IN-CLASS ACTIVITIES. GET TEACHER FEEDBACK REGULAR, TIMELY, ON-GOING COACHING STYLE FEEDBACK<\/strong> and direction to learning support.<\/p>\n","protected":false},"excerpt":{"rendered":"

SOME KEY POINTS from this ARTICLE: Some variations from previous studies were found: Unexpectedly, our […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[16,9],"tags":[15,13,14,12],"class_list":["post-83","post","type-post","status-publish","format-standard","hentry","category-essay-notes","category-essays","tag-fl-in-he","tag-lessons-learned","tag-meta-analysis","tag-notes"],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=\/wp\/v2\/posts\/83","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=83"}],"version-history":[{"count":2,"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=\/wp\/v2\/posts\/83\/revisions"}],"predecessor-version":[{"id":153,"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=\/wp\/v2\/posts\/83\/revisions\/153"}],"wp:attachment":[{"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=83"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=83"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/anadialecticalmaterialism.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=83"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}