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CORRECTION article

Front. Educ., 30 November 2022
Sec. Higher Education
This article is part of the Research Topic Horizons in Education 2022 View all 4 articles

Corrigendum: Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis

  • 1Professorship for Learning Sciences and Higher Education, ETH Zürich, Zürich, Switzerland
  • 2Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia

A corrigendum on
Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis

by Kapur, M., Hattie, J., Grossman, I., and Sinha, T. (2022). Front. Educ. 7:956416. doi: 10.3389/feduc.2022.956416

In the published article, there was an error in the in-text description of Table 6.

A correction has been made to Results, “Moderators (RQ3a),” paragraph 9. This sentence previously stated:

“Table 6 shows that, in all but four instances, the two means were statistically significantly different (P < 0.01).”

The corrected sentence appears below:

“Table 6 shows that, in all but four instances, the two means were not statistically significantly different (P > 0.01).”

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: flipped learning, productive failure, meta-analysis, higher education, active learning

Citation: Kapur M, Hattie J, Grossman I and Sinha T (2022) Corrigendum: Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis. Front. Educ. 7:1098967. doi: 10.3389/feduc.2022.1098967

Received: 15 November 2022; Accepted: 18 November 2022;
Published: 30 November 2022.

Edited and reviewed by: Gavin T. L. Brown, The University of Auckland, New Zealand

Copyright © 2022 Kapur, Hattie, Grossman and Sinha. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Manu Kapur, manukapur@ethz.ch

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.