A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers

Abstract

This is a study of two populations of learners/teachers: Pre-service teacher students (i.e., formal education for teaching certification) and In-service teachers (i.e., engaged in professional development), and involves an examination of their use of internet-based instructional applications. In these studies, the technologies are: a) Online Learning [OL]; b) Blended Learning [BL] and c) Flipped Classrooms [FC]. Treatments were compared to standard face-to-face classroom instruction (CI) on three dependent measures analysed separately to produce 77 achievement measures in the first meta-analysis, 21 attitude/satisfaction measures in the second, and 22 studies of self-efficacy in the third. Achievement data yielded a statistically significant, moderate effect size (i.e., g+= 0.44) in favor of the combined OL, BL and FC approaches versus CI, although OL showed only a small positive effect versus CI. Attitude yielded a non-significant effect size comparing CI with technology-supported strategies (g+= 0.12). Interestingly, self-efficacy produced a significant and moderate average random effect size of g+ = 0.45. Perhaps the most impactful finding of this analysis is related to improved performance of BL/FC when contrasted with OL, yielding significantly positive differences in all three measures. This confirms that improved outcomes are the result of better pedagogy, not the mere presence of technology. Finally, self-efficacy was found to be meaningfully improved when using BL/FC. This is the first meta-analysis with this target population implicating self-efficacy. These two outcomes offer important implications for institutions regarding the future design of instructional delivery for both pre- and in-service teachers.