ERIC Number: EJ1313655
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
EISSN: N/A
Flipping the Strategic Management Classroom: Undergraduate Students' Learning Outcomes
Scandinavian Journal of Educational Research, v65 n6 p1081-1096 2021
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.
Descriptors: Flipped Classroom, Strategic Planning, Business Administration Education, Undergraduate Students, Outcomes of Education, Foreign Countries, Student Motivation, Academic Achievement, Attendance, Learning Strategies, Questionnaires
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A