Methodological Gaps and Domain Imbalances in Flipped Learning Reviews: A Critical Umbrella Review
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| Title: | Methodological Gaps and Domain Imbalances in Flipped Learning Reviews: A Critical Umbrella Review |
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| Language: | English |
| Authors: | Abdullah Arslan (ORCID |
| Source: | International Journal of Assessment Tools in Education. 2026 13(1):21-44. |
| Availability: | International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Flipped Classroom, Educational Research, Research Methodology, Information Dissemination, Synthesis, Outcomes of Education, Models, Evaluation Methods, Literature Reviews, Bias |
| ISSN: | 2148-7456 |
| Abstract: | This critical umbrella review (UR) examined methodological rigor and outcome assessment practices in flipped learning (FL) research syntheses. A systematic analysis of 41 reviews (2017-2023) spanning STEM, medical/health sciences, and social sciences identified significant methodological concerns and domain imbalances in reported outcomes. The analysis revealed widespread inconsistencies in primary source selection, with most reviews excluding grey literature. Inadequate quality assessment practices were evident, with over half lacking formal risk of bias evaluation. The analysis also found variable approaches to publication bias assessment and potential language bias, with most reviews limiting inclusion to English-language publications. The analysis further reveals a pronounced imbalance in outcome domains. Cognitive outcomes dominated, particularly academic achievement. The affective and interpersonal domains received substantially less attention despite their theoretical importance to FL pedagogy. The paucity of specified cognitive metrics in numerous reviews was a matter of particular concern, whilst the near absence of metric reporting for affective and interpersonal outcomes was even more concerning. In addition, the psychometric properties of instruments were rarely critically evaluated. Although reviews consistently identified active learning, self-paced instruction, and increased interaction as key mechanisms for FL effectiveness, many failed to provide substantive exploration of how these mechanisms operate within specific disciplinary contexts. This critical synthesis highlights the need for methodological improvements in FL reviews, including comprehensive literature sourcing, rigorous quality assessment, expanded domain focus beyond cognitive outcomes, and deeper mechanism exploration to strengthen the evidence base guiding educational practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495811 |
| Database: | ERIC |
| Abstract: | This critical umbrella review (UR) examined methodological rigor and outcome assessment practices in flipped learning (FL) research syntheses. A systematic analysis of 41 reviews (2017-2023) spanning STEM, medical/health sciences, and social sciences identified significant methodological concerns and domain imbalances in reported outcomes. The analysis revealed widespread inconsistencies in primary source selection, with most reviews excluding grey literature. Inadequate quality assessment practices were evident, with over half lacking formal risk of bias evaluation. The analysis also found variable approaches to publication bias assessment and potential language bias, with most reviews limiting inclusion to English-language publications. The analysis further reveals a pronounced imbalance in outcome domains. Cognitive outcomes dominated, particularly academic achievement. The affective and interpersonal domains received substantially less attention despite their theoretical importance to FL pedagogy. The paucity of specified cognitive metrics in numerous reviews was a matter of particular concern, whilst the near absence of metric reporting for affective and interpersonal outcomes was even more concerning. In addition, the psychometric properties of instruments were rarely critically evaluated. Although reviews consistently identified active learning, self-paced instruction, and increased interaction as key mechanisms for FL effectiveness, many failed to provide substantive exploration of how these mechanisms operate within specific disciplinary contexts. This critical synthesis highlights the need for methodological improvements in FL reviews, including comprehensive literature sourcing, rigorous quality assessment, expanded domain focus beyond cognitive outcomes, and deeper mechanism exploration to strengthen the evidence base guiding educational practice. |
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| ISSN: | 2148-7456 |
