Fail, flip, fix, and feed - Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis

The current levels of enthusiasm for flipped learning are not commensurate with and far exceed the vast variability of scientific evidence in its favor. We examined 46 meta-analyses only to find remarkably different overall effects, raising the question about possible moderators and confounds, showing the need to control for the nature of the intervention. We then conducted a meta-analysis of 173 studies specifically coding the nature of the flipped implementation. In contrast to many claims, most in-class sessions are not modified based on the flipped implementation. Furthermore, it was flipping followed by a more traditional class and not active learning that was more effective. Drawing on related research, we proposed a more specific model for flipping, "Fail, Flip, Fix, and Feed " whereby students are asked to first engage in generating solutions to novel problems even if they fail to generate the correct solutions, before receiving instructions.