Abstract:

As instructors move away from passive learning and towards more experiential learning they are constantly experimenting with various methods to better engage students. This can be particularly challenging in core courses in which the subject at hand has limited appeal to many of the students; they are only taking the course because it is required for their degree. One pedagogical technique that can address this issue is the inverted classroom. The term inverted is used because the usual classroom approach is reversed. Students view pre-recorded lectures on their own time and use class time to apply the lecture material to problems which are discussed in large or small groups with the instructor acting as a facilitator. This research examined student acceptance of the inverted classroom in both an introductory and advanced marketing course at a university in the mid-western United States. We also examined student perceptions of learning effectiveness using this format. In addition, several instructors who have used this technique discussed their perceptions of its impact on knowledge acquisition, ability to apply knowledge, and learning stickiness. This paper discusses our findings from both the student and instructor perspectives, presenting suggestions for overcoming shortcomings of this approach, and provides direction for future research to continue examining its effectiveness.

Keywords:

Inverted classroom, experiential learning, alternate pedagogies, student participation, learning effectiveness.