Flipped Classroom Evaluation and Blended Learning Potential
RESEARCH article
Smart Learning Environments (2025) 12:56
https://doi.org/10.1186/s40561-025-00412-2
Flipped classroom evaluation and blended learning potential: a case study of engagement and inclusion in quantitative education
Daria Mizza, Mike Reese, Dhafer Malouche
Abstract
While Flipped Classroom and Blended Learning approaches show potential for promoting inclusion and engagement, current limitations in how Flipped Classroom serves diverse student populations highlight the need for empirical evaluation. Through an undergraduate social statistics course at Johns Hopkins University (Fall 2023 and Fall 2024, n=35), we assess Flipped Classroom’s impact on student engagement and inclusivity and identify how Blended Learning design elements could enhance learning experiences for diverse student populations. Findings reveal that while Flipped Classroom provides a foundation for learning, it presents significant limitations in fostering student autonomy and accommodating diverse learning preferences—challenges intensified in post-pandemic educational contexts.
Key Findings
| Metric | Agreement |
|---|---|
| Pre-class materials clarity | 100% |
| Pre-class materials relevance | 100% |
| Understanding of key concepts | 96% |
| Student autonomy in independent learning | 58% |
| Instructor-peer interaction opportunities | 46% |
| Material diversity satisfaction | 79% |
Implications
- Engagement gaps: Only 46% perceived adequate interaction opportunities in pre-class activities
- Autonomy concerns: 42% struggled with self-directed learning requirements
- Inclusion challenges: 21% found materials insufficiently diverse; 22% wanted more collaborative environments
- BL recommendation: Strategic Blended Learning redesign could address FC limitations through enhanced interaction, material diversification, and progressive scaffolding
Keywords
Flipped classroom evaluation, Blended learning potential, Post-pandemic education, Student engagement, Inclusive learning, Quantitative education, Social statistics
Citation
Mizza D, Reese M and Malouche D (2025) Flipped classroom evaluation and blended learning potential: a case study of engagement and inclusion in quantitative education. Smart Learn. Environ. 12:56. doi: 10.1186/s40561-025-00412-2
## Steps to implement:
1. **Create the folder** (if it doesn't exist):
static/dashboards/
2. **Copy the dashboard file** to:
static/dashboards/flipped-classroom-dashboard.html
