This umbrella review synthesizes evidence from 41 qualitative, meta-analytic, and mixed-method reviews to reveal the effectiveness of FL on cognitive, affective, and interpersonal domains across STEM, Medical and Health Sciences (MH), and Social Sciences (SS). The results reveal that while flipped learning (FL) demonstrates positive effects on academic achievement in mathematics, science, and English language teaching, evidence for other domanial outcomes across fields remains inconclusive due to several limitations such as study scope, methodology and regional restrictions. Specifically, evidence across fields on other cognitive outcomes including autonomy, conceptual understanding, and higher-order thinking skills has the potential for fostering autonomy, conceptual understanding, and higher-order thinking skills, but the current evidence base is insufficient to definitively confirm these claims. Similarly, FL practices across fields seem conducive to enhancing affective and interpersonal domain outcomes; however, the predominance of qualitative evidence necessitates more quantitative and mixed method research for robust conclusions. Our synthesis also highlights the lack of in-in reporting and exploration of specific mechanisms by which FL cultivates domanial outcomes such as higher order thinking skills, motivation, and collaboration. Moreover, the evidence in the reviews highlights the absence of detailed reporting on the measurement metrics used to assess affective and interpersonal outcomes across fields in the reviews. Researchers should prioritize discipline-specific investigations, explore outcome-related mechanisms, develop standardized metrics, and bridge the gap between theory and practice through the integration of relevant learning theories into the design of FL strategies.
Arslan et al. (Wed,) studied this question.
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