The Effects of Flipped Classroom in Higher Education on Learning Outcomes and the Heterogeneity by Group Member Characteristics

Ichino, Yasukazu; Kawai, Toru; Kira, Mifuyu; Seki, Mai

The Effects of Flipped Classroom in Higher Education on Learning Outcomes and the Heterogeneity by Group Member Characteristics

Ichino, Yasukazu; Kawai, Toru; Kira, Mifuyu et al.

OSIPP Discussion Paper, 2025, DP-2025-E-001, 1-23

アクセス数:30件（2025-06-06 17:28 集計）

固定URL: https://hdl.handle.net/11094/101301

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タイトル	The Effects of Flipped Classroom in Higher Education on Learning Outcomes and the Heterogeneity by Group Member Characteristics
著者	NRID 1000050280706 1000050280706 著者名 Ichino, Yasukazu
	NRID 1000020706626 1000020706626 著者名 Kawai, Toru
	著者名 Kira, Mifuyu
	NRID 1000070771468 1000070771468 著者名 Seki, Mai
キーワード等	flipped classroom
	randomized experiment
	group effects
JEL分類コード (JEL)	A22
	I23
	C93
抄録	While peer effects in higher education, particularly through random roommate assignments, have been extensively studied, research on in-class peer effects, especially in group work settings, remains limited. Simultaneously, flipped classrooms are gaining increasing attention in higher education as a popular form of active learning, where students watch lecture videos before class and engage in group discussions or assignments during class. This study aims to estimate the heterogeneous impact of flipped classrooms on college students' learning outcomes by examining how these effects vary according to the characteristics of group members (i.e., math and English placement test scores, learning motivation, and attitude toward group learning). This study uses random assignment of first-year college students to sections of an introductory economics course and random assignment of group members within the flipped classroom (totaling n=3749), to examine the impact of the flipped classroom teaching method. The study finds that the presence of highly motivated group members significantly improves students' learning outcomes. The results provide suggestive evidence that peer characteristics could positively influence learning outcomes in in-class activities within flipped classrooms.
出版者	Osaka School of International Public Policy, The University of Osaka
収録物名	OSIPP Discussion Paper
巻(号)	DP-2025-E-001
ページ	1-23
刊行年月	2025-05-12
言語	英語
ハンドルURL	https://hdl.handle.net/11094/101301
関連情報 (references)	URI https://www.osipp.osaka-u.ac.jp/archives/DP/2025/DP2025E001.pdf
アクセス権	metadata only access
カテゴリ	ディスカッション／ワーキング・ペーパー DP/WP
カテゴリ	OSIPP Discussion Paper

資源タイプ	テクニカルレポート
ローカル資源タイプ	ディスカッション／ワーキング・ペーパー
DCMI資源タイプ	text
DCTERMS.bibliographicCitation	OSIPP Discussion Paper. 2025, DP-2025-E-001, p. 1-23
DC.title	The Effects of Flipped Classroom in Higher Education on Learning Outcomes and the Heterogeneity by Group Member Characteristics
DC.creator	Ichino, Yasukazu
	Kawai, Toru
	Kira, Mifuyu
	Seki, Mai
DC.publisher	Osaka School of International Public Policy, The University of Osaka
DC.language' scheme='DCTERMS.RFC1766	英語
DC.type' scheme='DCTERMS.DCMIType	text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2025-05-12
DC.relation' scheme='DCTERMS.URI	https://www.osipp.osaka-u.ac.jp/archives/DP/2025/DP2025E001.pdf
DC.subject	flipped classroom
	randomized experiment
	group effects
DCTERMS.abstract	While peer effects in higher education, particularly through random roommate assignments, have been extensively studied, research on in-class peer effects, especially in group work settings, remains limited. Simultaneously, flipped classrooms are gaining increasing attention in higher education as a popular form of active learning, where students watch lecture videos before class and engage in group discussions or assignments during class. This study aims to estimate the heterogeneous impact of flipped classrooms on college students' learning outcomes by examining how these effects vary according to the characteristics of group members (i.e., math and English placement test scores, learning motivation, and attitude toward group learning). This study uses random assignment of first-year college students to sections of an introductory economics course and random assignment of group members within the flipped classroom (totaling n=3749), to examine the impact of the flipped classroom teaching method. The study finds that the presence of highly motivated group members significantly improves students' learning outcomes. The results provide suggestive evidence that peer characteristics could positively influence learning outcomes in in-class activities within flipped classrooms.
DC.format	101301
citation_title	The Effects of Flipped Classroom in Higher Education on Learning Outcomes and the Heterogeneity by Group Member Characteristics
citation_author	Ichino, Yasukazu
	Kawai, Toru
	Kira, Mifuyu
	Seki, Mai
citation_publisher	Osaka School of International Public Policy, The University of Osaka
citation_language	英語
citation_date	2025-05-12
citation_journal_title	OSIPP Discussion Paper
citation_volume	DP-2025-E-001
citation_firstpage	1
citation_lastpage	23
citation_public_url	https://hdl.handle.net/11094/101301
citation_abstract_html_url	https://www.osipp.osaka-u.ac.jp/archives/DP/2025/DP2025E001.pdf

The Effects of Flipped Classroom in Higher Education on Learning Outcomes and the Heterogeneity by Group Member Characteristics

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