A review of the literature on flipping the STEM classroom

Preliminary findings

Abstract

This study analyses fifty-eight peer reviewed research studies on flipped learning in the higher education STEM disciplines. The review aims to continue on from other meta-analyses and identify themes from the literature, both positive and negative, in terms of perception, engagement and achievement. Two other themes are discussed, the self-efficacy of students and the development of graduate attributes beyond discipline knowledge. The review concludes that there has been a large increase in empirical research on flipped approaches to teaching and learning in the STEM disciplines and the findings are overwhelmingly positive.