As always with these sorts of studies, I ask what counts as 'success' (or in this case, 'payoff') in their evaluations. Often it's a very narrow parameter, such as 'increase in standardized test scores', which by its very nature relegates as irrelevant any gains not measured by standardized tests. In this article that parameter is described in terms such as "the relatively small boost to learning" and "the average benefit of learning in a flipped classroom was similar to getting a 586 on a standardized math test when the average score is 550" and quotes a study from Utrecht (and so not surprisingly draws from the direct-instruction crowd for values and sources). The article concludes, "Flipped classrooms show some promise but clearly need a lot of planning to work effectively."
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