Flipped classroom approach in financial accounting

Malek El Diri

Chapter 5 in Flipping the Classroom with Experiential and Community-Engaged Learning in Business, 2025, pp 72-88 from Edward Elgar Publishing

Abstract: Abstract: The “Introduction to Financial Accounting” course is a fundamental requirement for first-year undergraduate students in the Accounting and Finance Program at the University of Leeds. Traditionally delivered, this course faced challenges with student engagement due to lengthy lectures and repetitive activities. In response, a flipped learning approach was considered to enhance student learning. This chapter explores whether flipped learning is more effective than traditional methods regarding student performance and perception of key course dimensions. The results show that both approaches have unique strengths and weaknesses. In practice, flipped learning faces general challenges, including accommodating diverse learning styles, prior knowledge, academic levels, and student expectations. The accounting discipline presents specific constraints, emphasizing quantitative elements, exam-focused assessments, and historical resistance to change. The chapter suggests a gradual shift to a partially flipped learning approach, offering students tailored learning experiences based on their preferences and needs.

Keywords: Accounting education; Flipped classroom; Course re-design; Bloom's Taxonomy; Student performance; Student satisfaction (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035321612
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