Abstract:

The flipped classroom method has been found to enhance students’ learning outcomes and soft skills. This interactive method enables students to become active learners and delve deeper into the topic. At the same time, the method requires self-direction and effort outside the classroom from students. In an international environment, the conduciveness of flipped classroom teaching to positive learning experiences can also be affected by factors such as students’ language skills.

The aim of this study is to explore the experiences of Bachelor of Business Administration (BBA) students regarding the flipped classroom method in teaching business mathematics. The data has been collected via survey during November 2024. All students participating in this research are BBA students in an International Business degree programme in a university of applied sciences in Finland.

The results show that over 80% of the respondents felt that the time in the teaching sessions was spent well, and they felt comfortable asking questions from their peers. Out of the respondents, about 75% considered that their English skills have improved while working with international students and 80% agreed that they have learned themselves by helping others in the classroom. Moreover, most of the respondents considered themselves more motivated to study business mathematics when collaborating with other students.

Despite the results being mostly positive, about 30% of the respondents found it challenging to schedule time for out-of-classroom studying. Additionally, approximately 20% did not consider the method to match their personal learning style.

In conclusion, the flipped classroom method appears to create a positive learning experience for most students. The majority of the respondents would recommend a course with a flipped classroom method to their friends and would enroll in a flipped learning course again.

Keywords:

Higher education, Flipped classroom, International students.