Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.

中文翻译：

---

关于跨学科翻转课堂的使用：来自二阶荟萃分析的见解

翻转课堂已成为高等教育环境中的流行语，是智能学习环境中最明显​​的趋势之一。除了这种普及之外，还有一种观点认为翻转课堂是可取的。然而，对于翻转课堂是否真的是对传统方法的改进，许多教育工作者仍然存在分歧。本文首次使用二阶元分析方法综合所有相关元分析信息，以了解翻转课堂对学生学习成果的有效性。通过综合多个主要荟萃分析而不是单个实证研究的结果，二阶荟萃分析可以更准确地解释发表偏倚并产生更稳健的结果。本研究综合并分析了 15 项主要荟萃分析的质量，涉及翻转和非翻转条件下的 156,722 名参与者，以对翻转课堂方法对高等教育学生学习成果的影响进行最详尽的测试。修剪和填充调整后的平均随机效应大小为 0.37，p < 0.001，支持翻转课堂。为了检查二阶荟萃分析结果的准确性，我们进行了研究级荟萃分析验证。我们讨论可能的语境和方法调节因素。修剪和填充调整后，为 0.37，p < 0.001 支持翻转课堂。为了检查二阶荟萃分析结果的准确性，我们进行了研究级荟萃分析验证。我们讨论可能的语境和方法调节因素。修剪和填充调整后，为 0.37，p < 0.001 支持翻转课堂。为了检查二阶荟萃分析结果的准确性，我们进行了研究级荟萃分析验证。我们讨论可能的语境和方法调节因素。