J Korean Acad Soc Nurs Educ.  2021 Feb;27(1):5-15. 10.5977/jkasne.2021.27.1.5.

A systematic review and meta-analysis of flipped learning among university students in Korea: Self-directed learning, learning motivation, efficacy, and learning achievement

• Kim SH
• Lim JM

• KMID: 2513885
• DOI: http://doi.org/10.5977/jkasne.2021.27.1.5

Abstract

Purpose
This study aimed to provide a systematic review and meta-analysis of research on flipped learning effects applied to university students.
Methods
The random effect model was applied to 21 papers to calculate the effect size. To verify the moderation effect, a meta regression analysis and meta ANOVA were performed. Publication bias was verified through a funnel plot, and then an Egger's regression test was conducted.
Results
The overall average effect size was .69 (95% CI: .51-.87), showing a median effect size, which was statistically significant. The outcome variables were in the order of learning motivation (Hedges’ g=.83), self-directed learning (Hedges’ g=.78), learning achievement (Hedges’ g=.66), and efficacy (Hedges’ g=.50), which were statistically significant.
Conclusion
Flipped learning was found to be statistically significant in improving self-directed learning, learning motivation, efficacy, and learning achievement amng university students. It is suggestd that this method be actively applied in university education.

Keyword

Learning; Students; Systematic review; Meta-analysis; 학습; 학생; 체계적 고찰; 메타분석