Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30569
Appears in Collections:Accounting and Finance Journal Articles
Peer Review Status: Refereed
Title: Flipping the classroom: is it the type of flipping that adds value?
Author(s): Webb, Rob
Watson, Duncan
Shepherd, Craig
Cook, Steve
Contact Email: r.m.webb@stir.ac.uk
Keywords: Flipped classroom
flipping
inverted classroom
OLS
probit
Issue Date: 17-Dec-2019
Citation: Webb R, Watson D, Shepherd C & Cook S (2019) Flipping the classroom: is it the type of flipping that adds value?. Studies in Higher Education p. 15. https://doi.org/10.1080/03075079.2019.1698535
Abstract: Interest in the flipped classroom in higher education has burgeoned despite the literature revealing that the effects on assessment outcomes remain elusive. In this paper, we present the results of an empirical analysis designed to compare the impact on assessment outcomes of different approaches to the flipped classroom (didactic and non-didactic). Focusing on a cohort of Intermediate Economics students we investigated the influence of these approaches on their examination results by utilising an OLS (Ordinary Least Squares) regression and probit followed by quantile regression. Our analysis revealed small positive effects when students were exposed to the ‘non-didactic’ flipped classroom but no effect when pre-lecture materials were used didactically to mimic the material given in traditional lectures. This study demonstrates the need for further meta-analysis and longitudinal studies to investigate the relationship between different forms of the flipped classroom and student assessment outcomes.
DOI Link: 10.1080/03075079.2019.1698535
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Studies in Higher Education on 17 Dec, available online: http://www.tandfonline.com/10.1080/03075079.2019.1698535.
Notes: Output Status: Forthcoming/Available Online

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