Evaluation of a Flipped Classroom in an Undergraduate Business Course

Business Education & Accreditation, v. 6 (1) p. 63-71, 2014

10 Pages Posted: 1 Feb 2014

See all articles by Sandi Findlay-Thompson

Sandi Findlay-Thompson

Mount Saint Vincent University

Peter Mombourquette

Mount Saint Vincent University

Date Written: 2014

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

JEL Classification: A22, I21

Suggested Citation

Findlay-Thompson, Sandi and Mombourquette, Peter, Evaluation of a Flipped Classroom in an Undergraduate Business Course (2014). Business Education & Accreditation, v. 6 (1) p. 63-71, 2014. Available at SSRN: https://ssrn.com/abstract=2331035

Sandi Findlay-Thompson (Contact Author)

Mount Saint Vincent University ( email )

Halifax B3M 2J6, Nova Scotia
United States

Peter Mombourquette

Mount Saint Vincent University ( email )

Halifax B3M 2J6, Nova Scotia
United States

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