Abstract:

Flipped teaching has emerged as an innovative teaching strategy in higher education institutions. While a number of academics advocate this new method, several studies do not actually show its efficiency. This study aims at providing insights on flipped teaching method from the perspective of university students through an experimental approach. Two groups of students attending Consumer behaviour course participated in the research. The first group was composed of 70 students while the second group had 72 students. To both groups of students, the pattern of flipped teaching was explained and its principles were discussed during the class. However, with only one group, i.e. treatment group (N=70) the flipped teaching was actually implemented during one class session. The control group (N=72) did not receive any flipped class. Successively, students had to assess flipped teaching aspects that they determined as highly relevant. The results reveal that neither one of the two groups seem to welcome flipped teaching. When the two groups are compared, the control group evaluated its aspects better, which means that according to the results of this study flipped teaching works better in theory than in practice, being the overall evaluation still low. Differences between the two groups are significant in the case of some items.

Keywords:

Flipped classroom, innovative teaching, experimental methodology, students.