 EVALUATION OF A FLIPPED CLASSROOM IN AN UNDERGRADUATE BUSINESS COURSESandi Findlay-Thompson and Peter Mombourquette Business Education and Accreditation, 2014, vol. 6, issue 1, 63-71 Abstract: This study examined the results of a flipped classroom trial conducted for Business 1112, an introductory business course at Mount Saint Vincent University in the fall semester of 2012. Dr. Findlay-Thompson taught three sections of Business 1112 and used the flipped classroom style for one of the three sections and the traditional lecture-style teaching methodology for the other two. Post-term interviews were conducted with the students in the flipped classroom to gather information on their views of the learning environment in a flipped classroom. As well, a comparison of the quantitative results of the grades between the three sections was used to compare the academic outcomes between the two teaching methodologies. Student views on the flipped classroom were mixed and the academic outcomes were identical between the three classrooms. These findings are discussed in terms of how the flipped classroom teaching methodology needs to be implemented properly and whether or not it is an effective way to engage students in the learning process. Keywords: Flipped Classroom; Effectiveness (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ibf:beaccr:v:6:y:2014:i:1:p:63-71 Access Statistics for this article Business Education and Accreditation is currently edited by Terrance Jalbert More articles in Business Education and Accreditation from The Institute for Business and Finance Research |
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