Student perceptions of a flipped classroom management course

Abstract

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.