Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development

Gordon Wang ()
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Gordon Wang: Faculty of Business, Creative Industries and Culinary Arts, George Brown College, Toronto, ON M5A 3W8, Canada

Administrative Sciences, 2025, vol. 15, issue 8, 1-19

Abstract: As an example of pedagogical approaches that blend online and face-to-face instruction, the flipped classroom model has seen exponential growth in business schools. To explore its effectiveness, expectancy-value theory and cognitive load theory were employed to develop a framework linking students’ perceived usefulness of the online and in-person content to their pre-class preparation, class participation, perceived learning, and skills development. A preliminary test of this framework was conducted using a flipped Organizational Behavior course within a business diploma program at a publicly funded Canadian college. The perceived usefulness of the online component was positively associated with students’ pre-class preparation, which, in turn, was positively related to both their perceived learning and skills development. Implications for practice and directions for future research are discussed.

Keywords: flipped classroom; preparation; participation; learning; skills development (search for similar items in EconPapers)
JEL-codes: L M M0 M1 M10 M11 M12 M14 M15 M16 (search for similar items in EconPapers)
Date: 2025
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