Turnin’ It Upside Down: Using the Flipped Classroom to Advance Student Knowledge and Application in a Marketing Capstone Course (original) (raw)
Related papers
Flipped Classroom and Its Effectiveness in a Post Graduate Marketing Course
International Journal of Emerging Research in Management and Technology, 2018
Technology has brought a lot of change in the world of business and governance. It is also changing the world of education. Now traditional mode of lecture is getting replaced by flipped classroom mode of teaching learning. This paper aims to analyze the effectiveness of flipping a part of Marketing Management I course content of a postgraduate programme, to the teaching learning process at Jaipuria Institute of Management, Lucknow. The present study is successful to the extent of implementation of flipped classroom mode partially in a course. Further it may be expanded to larger percentage of the course and subsequently to more courses in the overall programme.
2017
Marketing instructors have traditionally sought to use experiential and active learning methods in their teaching. The flipped classroom is a learner-centered innovative pedagogical approach that moves the delivery of class material outside the classroom to focus on collaborative activities during class sessions. This qualitative exploratory research aims at understanding how students perceive their experience and the outcome of flipped classroom marketing courses in two Swiss universities. The analysis shows mixed results depending on the student population involved, as well as on the format of the preparatory material provided
The Flipped Classroom – a Case in Oum Business School
2014
The flipped classroom is a strategic direction for a new learning and teaching environment. It is a teaching method where traditional lectures and homework are reversed. This method provides online pre-recorded lectures and exercises in class and has been widely practiced. The flipped classroom provides benefits to the learners in an active learning environment. It provides more responsibility to the learners in the learning process instead of lecturers. The flipped classroom improves the instructional delivery and enhances student performance where the learners are not only passively receiving one-dimensional information. The number of educational institutions using this flipped model in their courses is growing including OUM.
Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes
Scandinavian Journal of Educational Research, 2020
This study aims to shed more light on our understanding of the learning consequences of an emerging pedagogical approach to teaching: the flipped classroom. This approach proposes a change of paradigm in which students are expected to assimilate concepts prior to attending classes with the objective of dedicating class time to the completion of activities that put those concepts into practice. Building on a sample of 219 undergraduate University students from Pablo de Olavide University enrolled on a course in Strategic Management, we compare students taught using a traditional teaching format (control group) with students taught using a flipped classroom format (experimental group). Our results show that the implementation of the flipped learning method has a significant impact on three important learning outcomes: (1) it increases the student's intrinsic motivation for the topic under study; (2) it results in higher exam grades; and (3) it reduces absenteeism.
Enhancing Business Education through Flipped Classroom Pedagogies: The Systematic Review
Creative Education, 2023
Overview: As student-centred pedagogical methods have increasingly gained attention in recent years, the COVID-19 pandemic has accelerated the adoption of flexible and online delivery modes, making the investigation of the flipped classroom approach in business education timely and relevant. The present study represents a systematic review of the impact of flipped classes on the effectiveness of business education, with a focus on the perspectives of learners. The primary objective of this systematic review is to assess the use of the flipped classroom model in business education and evaluate its associated pedagogical outcomes. By examining the experiences and opinions of business learners in this regard, this study aims to contribute to the ongoing discourse surrounding the effectiveness of student-centred teaching approaches in enhancing engagement, motivation, and academic performance in business education. Review Methods: After screening for inclusion/exclusion criteria, each paper was evaluated using a critical appraisal tool. Data extraction and analysis were completed on all included studies. Results: This systematic review screened 43 titles and abstracts, resulting in eight included studies. The themes identified were academic performance outcomes, simulation as part of the flipped class method, formative and summative, engagement and student satisfaction implementing the flipped classroom. All authors critically appraised the quality of the included studies. Conclusions: Using the flipped classroom in higher education business programmes yielded positive academic outcomes yet resulted in some challenges. Flipped classroom approach holds significant potential to transform business education by providing a student-centred approach that better prepares students to apply their learning in practice. Moreover, the efficacy of the flipped classroom approaches in promoting academic performance. Students' engagement in the flipped classroom model was achieved when academics informed and rationalized the purpose of the flipped classroom model to students. However, no studies in this review identified how to sustain this engagement over the course of a se
The Flipped College Classroom Conceptualized and Re-Conceptualized
2017
This book provides a descriptive, progressive narrative on the flipped classroom including its history, connection to theory, structure, and strategies for implementation. Important questions to consider when evaluating the purpose and effectiveness of flipping are answered. The book also highlights case studies of flipped higher education classrooms within five different subject areas. Each case study is similarly structured to highlight the reasons behind flipping, principles guiding flipped instructions, strategies used, and lessons learned. An appendix that contains lesson plans, course schedules, and descriptions of specific activities is also included.
REVISITING FLIPPED LEARNING FRAMEWORK -DISRUPTION AND CHANGES
Proceedings of EDULEARN19 Conference, 2019
This research aimed to redesign the flipped learning framework for Business students at undergraduate level. Flipped learning pedagogy appears to be increasingly popular overall the world in the last several years. However, these frameworks might be unsuitable for Business students at different levels. Therefore, we revisited the flipped learning frameworks and amended it according to quantitative and qualitative data received from our Business undergraduates from their last two years of flipped learning. With the possible disruption impact of digital technology on higher education for the next 10-15 years, the shape of business & management education can be dramatically different, as predicted by the Chartered Association of Business Schools (2019). We have tried to utilise these technologies (such as online video, quizzes, discussion forum, social media, integrated learning platforms) to delivery knowledge and information to allow students studying anytime and anywhere, but students' engagement was inconsistent among groups and throughout the year. Consequently, this research provides a new framework focuses on Business undergraduate students, and it can be used to facilitate module leaders to develop teaching plan and activities for students who may require higher level of personalised interactivities.
Global research review in business and economics, 2024
The case analysis method has become a staple in MBA programs, specifically for teaching production operation management. While its effectiveness is debated, strong arguments exist for its value in this context. Advocates claim its effectiveness in real-world applications. Cases expose students to the complexities and nuances of realworld production challenges, even going beyond theoretical frameworks (Merrill, 2017). Students often deal with incoherent data, conflicting information, and incomplete solutions, compel them to develop critical thinking and problem-solving skills applicable to practical scenarios (Kennedy, 2018). Decision-making under uncertainty is an essential skill presented in case analysis. Specifically, production environments are inherently dynamic, requiring managers to make decisions with incomplete information. Case analysis simulates this uncertainty, promoting the ability to evaluate trade-offs and develop contingency plans (Zhang & Zhu, 2012). Moreover, developing analytical skills is promoted, requiring learners to sharpen their quantitative and qualitative analysis skills critical for production managers. Students must be able to interpret data, assess financial implications, and evaluate operational efficiency, preparing them for data-driven decisionmaking (Christensen & Eyring, 2011). Regarding human skills, case analysis promotes collaboration and communication involving teamwork and group discussions, encouraging students to develop negotiation skills essential for leading a production team (Wynn-Williams et al., 2008). Though case analysis effectively teaches production and operations management in the MBA program, it presents challenges and limitations. For instance, case studies typically focus on specific situations, and students struggle to generalize their learning to broader contexts or different production systems (Bigelow & Mc Nair, 2002). Overreliance on instructor guidance presents an enormous challenge since the effectiveness of case analysis hinges strongly on the instructor's facilitation and ability to steer discussions. In the absence of proper guidance, students get lost in details or miss key takeaways (Bonaccio, 2010). Also, the time constraint becomes a challenge. Thorough case analysis requires time and preparation, which is limited in fast-paced MBA programs and compromises the depth of learning and analysis (Phelps, 2013). This study investigates the effectiveness of a flipped classroom with interactive elements such as fishbowl discussions, role plays, and business games in the MBA Production Operation Management (POM) course. While traditional lectures are effective techniques for foundational knowledge, they often encounter enormous challenges in engaging graduate students with real-world complications. Subsequently, the Flipped classroom approach promotes active learning, replacing the passive lecture with engaging activities that use case studies. This study highlighted the Flipped classroom as more effective than the traditional method in applying theoretical knowledge to real-world settings and developing critical thinking skills. The Scheffe post hoc test confirmed that the Fishbowl discussion and Roleplay are significantly better techniques in teaching POM among MBA students. Within case studies, learners connect theory to practice relevant to the business environment. Students with various learning styles actively participate and engage in a flipped classroom. While challenges exist, the flipped classroom remains a promising approach to preparing future managers.
IATED Digital Library, 2023
This study investigates the perspectives of college students on flipped classroom methodology and case study learning compared to instructional teaching. A sample of 215 undergraduate students from Deree College in Greece, were surveyed on their experiences with each teaching approach. The results showed that the majority of students preferred flipped classroom methodology and case study learning to traditional instructional teaching. They reported that these approaches allowed for more interactive and engaging learning experiences, as well as greater opportunities for critical thinking and problemsolving. These findings suggest that flipped classroom methodology and case study learning may be effective alternatives to instructional teaching in higher education settings, especially concerning the student experience delivered by these methods in contrast to instructional learning. This paper explores and evaluates the perspectives of students exposed to all three methods in a variety of business courses.