Abstract:

We live today in a very changing world. Education in higher education institutions needs to adapt to new realities. The classical model of teaching is becoming outdated and substituted or complemented by alternatives methods. One of these methods that is becoming widely used is the flipped classroom. This method is a way of teaching completely different from the traditional in-class lecture, as all the elements of the traditional class are reversed. A flipped classroom can be translated into two parts, first part having learning activities in class and second part including a set of different activities to perform at home or outside the classroom. Even though, we have more than one single model for the flipped classroom. Normally, content delivery is moved from the classroom to other geographical contexts, through documents for read, audios or videos, for example. As flipped classroom is a topic being explored recently, there are no defined and clear formulas. As such, we can decide how to use it as there are different ways of presenting a flipped classroom. Some teachers use it as a way of giving some documents to students, so they can read previously to the topic that will be taught in class. Other teachers use it as a way of creating audios, videos or other online material that should be assessed by students before the class. Management Accounting courses are normally associated with the traditional way of teaching. So, we challenged this was testing the flipped classroom methodology. In this poster, we present some lessons learned and some reflections from the experience of using flipped classroom methodology in Management Courses of the biggest Polytechnic of Portugal. The poster presents some ideas about how to improve students’ motivation and engagement in the learning process. The poster also shows the very positive perception of students to this methodology and gives some clues to include it in a daily basis.

Keywords:

Flipped Classroom, Management Accounting, Higher Education, Motivation.