Abstract:

A “flipped classroom” pedagogical approach – a form of blended learning in which the traditional lecture and homework elements of a course are reversed – appears to be an effective and efficient way of learning/teaching both for students as well as for lecturers. This way of teaching definitely has the potential to provide the participants with a greater amount of interaction (among students as well as between students and lecturers) than is available in a traditional classroom, and provide a more personalised/individualized approach to students’ studying needs.

However, when implementing this approach some aspects need further consideration. For instance, one must efficiently communicate the concept of a flipped classroom so that the students comprehend the differences between a flipped classroom and a traditional classroom. Another moment which deserves attention and thorough consideration is how to increase student engagement, their attendance in classroom sessions and involvement in class activities. Other important elements of the flipped classroom approach which must be considered are pre-recorded lectures, and the question how their design can impact the student learning process.

This paper aims to provide examples how these issues were addressed when implementing the flipped classroom in two courses in the study field of Business Administration and Management – Organisation Theory (undergraduate level) and Knowledge Management (graduate level). This paper will reflect how various ways of implementation can influence student engagement, the learning process and learning outcomes. The assessment of the implementation of this learning/teaching approach is based on student surveys/interviews, personal observations of the teacher as well as on quantitative data from the course management system Fronter and the examination results.

Keywords:

Flipped classroom, Business Administration and Management, Implementation, Assessment.