Abstract:

Traditional classroom settings, with on-site theoretical lessons and autonomous work on practical activities, have generally been shown to be less effective than flipped settings, not only in developing students’ soft skills but also in consolidating theoretical concepts.

A Business Management course directed at undergraduate Engineering students serves as a backdrop for our flipped classroom experience. Students work autonomously on the theoretical topics, with the help of an online forum where they can both pose their questions and also answer those of their classmates. The on-site classes are used to clarify further queries regarding the theoretical topics, to work on practical activities with the help of the instructor and to present the results of such activities to the rest of the class.

The assessment of the activities is performed using co-evaluation, which combines peer evaluation with the evaluation of the instructor. The consolidation of theoretical concepts is assessed by means of weekly online tests and three on-site partial exams.

Our experience with the aforementioned flipped classroom setting proves to be successful not only in regards to the academic achievement of the students but also with respect to the satisfaction of the students with the Business Management course.

Keywords:

Flipped classroom setting, peer assessment, undergraduate studies, co-assessment.