The impact of flipped classroom in MBA’s evaluation

Abstract

Purpose The purpose of this paper is to evaluate the perceived quality of the service environment, regarding the use of the flipped classroom, through a survey of MBA students. Design/methodology/approach Four hypotheses were developed from the literature in marketing and quality services in higher education. The hypotheses were tested using linear regressions. The data were collected using a structured questionnaire. The sample had 981 effective responses. Findings The results of the statistical analysis show that the evaluation of the perceived quality of the educator and course are positively affected by the use of the flipped classroom. Research limitations/implications Only one higher education organisation was studied. The variables analysed have no mediation and moderation, which is a suggestion for future studies. Originality/value This paper contributes to studies of higher education services and quality, as it shows the influence of the process on the educator. In higher education, the educator is usually considered independent, having a strong influence on perceived quality. The study contributes to the theme by showing the flipped classroom as an effective teaching strategy that requires further empirical study.

Video use in lecture classes: current practices, student perceptions and preferences

“…While we found no specific research about the actual and desirable extent of video use in face-to-face classes, there is eclectic research in the literature about how video can be used in on-line courses and MOOCs (e.g., Zhang, Dongsong, et al, 2006). Research on the flipped classroom finds that good use of offline video lectures and videos as part of (non-lecture) in-class activities leads to a more positive perception of educator performance (e.g., Scafuto et al 2017). While these findings do not directly relate to the live lecture class, Sherer and Shea (2011) generalize that videos are increasingly used in higher education teaching.…”

“…Research on the flipped classroom finds that good use of offline video lectures and videos as part of (non-lecture) in-class activities leads to a more positive perception of educator performance (e.g. Scafuto et al , 2017). While these findings do not directly relate to the live lecture class, Sherer and Shea (2011) generalise that videos are increasingly used in higher education teaching.…”

Effectiveness of flipped classrooms

“…Researchers (Deslauriers et al , 2011; Marcey and Brint, 2012; Amresh et al , 2013; Gaughan, 2014; Jensen et al , 2015; Flores et al , 2016; Betihavas et al , 2016; Adnan, 2017; Scafuto et al , 2017; Hung, 2017a, b) have evaluated the effectiveness of FC model over conventional lecture-based teaching. Studies have also judged students’ perception and attitude toward FCs in varied subject domains.…”

Blended learning com jogos de empresas para desenvolver soft skills na educação executiva e gerencial: um quase-experimento

“…No entanto, apesar da modernização da educação com novas tecnologias e dos resultados bem-sucedidos da aprendizagem híbrida, a educação online ainda é um desafio em termos práticos e de pesquisa (Han, Zhou, & Yang, 2011 assunto. Desde então, a literatura se desenvolveu a partir de diferentes perspectivas (Bentley et al, 2012;Daspit & D'Souza, 2012;Fadol, Aldamen, & Saadullah, 2018;Hwang, 2018;Karakas et al, 2015;Scafuto, Serra, Mangini, Macari, & Ruas, 2017), embora ainda seja um campo que precisa de mais pesquisas.…”