Flipped classroom goes sideways: reflections on active learning methodologies

Abstract

PurposeThe present study aims to investigate an unsuccessful implementation of an active learning methodology. Active learning methods have emerged in order to improve learning processes and increase students' roles in the classroom. Most studies on the subject focus on developing learning strategies based on successful implementations of such methods. Nevertheless, critical reflections on unsuccessful cases might also provide material for developing further contributions to this literature.Design/methodology/approachThe authors conducted an intrinsic case study of an unsuccessful application of the flipped classroom method to an undergraduate basic statistics course at a Brazilian business school. The data collected comprised the course's syllabus, evaluation forms and two rounds of interviews with students and the professor.FindingsThe findings indicate that, apart from that which had been mapped by past literature, three additional aspects may limit the chances of successfully implementing a flipped classroom methodology: students' educational backgrounds, the course's structural issues and methodological and relational issues.Originality/valueThe present study contributes to the literature on active learning methodologies mainly by mapping additional aspects that should be considered in the implementation of the flipped classroom methodology. Additionally, the authors investigate an unsuccessful case of such an implementation, an investigation that is still scant within this literature.

The effectiveness of the flipped learning strategy in developing the critical thinking and accounting skills of commercial technical secondary school students

“…Leão et al [22] research aimed to examine what went wrong when an active learning strategy was put into practise. To enhance the learning process and give students a larger voice in the classroom, active learning strategies have arisen.…”

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“…Se han desarrollado y puesto en práctica diversos métodos de enseñanza para implicar a los alumnos en el aprendizaje, garantizando que adquieran, amplíen y practiquen las competencias que se exigen a los futuros líderes (Leão et al, 2022). Los métodos de aprendizaje activo y centrado en el estudiante se beneficiarán enormemente de estos cambios.…”