A MULTIDISCIPLINARY UMBRELLA REVIEW ON FLIPPED LEARNING OUTCOMES.

Saved in:

Bibliographic Details
Title:	A MULTIDISCIPLINARY UMBRELLA REVIEW ON FLIPPED LEARNING OUTCOMES.
Authors:	ARSLAN, Abdullah¹ abdullaharslan@akdeniz.edu.tr, ISERI, Alaettin² alaettiniseri@klu.edu.tr
Source:	Turkish Online Journal of Distance Education (TOJDE). Apr2026, Vol. 27 Issue 2, p268-304. 37p.
Subject Terms:	Flipped classrooms, Academic achievement, Motivation (Psychology), Allied health education, Cognitive ability, STEM education, *Social sciences education, Social skills
Abstract:	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 (M&H), 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. [ABSTRACT FROM AUTHOR]
	Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	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 (M&H), 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. [ABSTRACT FROM AUTHOR]
ISSN:	13026488