08832323.2014.929559
Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Flipping the Classroom Applications to Curriculum
Redesign for an Introduction to Management
Course: Impact on Grades
Michael Albert & Brian J. Beatty
To cite this article: Michael Albert & Brian J. Beatty (2014) Flipping the Classroom Applications
to Curriculum Redesign for an Introduction to Management Course: Impact on Grades, Journal
of Education for Business, 89:8, 419-424, DOI: 10.1080/08832323.2014.929559
To link to this article: http://dx.doi.org/10.1080/08832323.2014.929559
Published online: 04 Nov 2014.
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Date: 11 January 2016, At: 20:49
JOURNAL OF EDUCATION FOR BUSINESS, 89: 419–424, 2014
Copyright Ó Taylor & Francis Group, LLC
ISSN: 0883-2323 print / 1940-3356 online
DOI: 10.1080/08832323.2014.929559
Flipping the Classroom Applications to Curriculum
Redesign for an Introduction to Management Course:
Impact on Grades
Michael Albert and Brian J. Beatty
Downloaded by [Universitas Maritim Raja Ali Haji] at 20:49 11 January 2016
San Francisco State University, San Francisco, California, USA
The authors discuss the application of the flipped classroom model to the redesign of an
introduction to management course at a highly diverse, urban, Association to Advance
Collegiate Schools of Business–accredited U.S. university. The author assessed the impact of
a flipped classroom versus a lecture class on grades. Compared to the prior lecture class
taught by the same instructor using the same text and tests, results indicate that grades on all
three exams were higher, and grades on two of three exams were significantly higher.
Keywords: curriculum redesign, flipping the classroom, impact on grades, introduction to
management course
During the past several years, advances in technology have
continued to transform the way education is experienced
for instructors and students. With low-cost computer-based
video capture capabilities becoming more readily available,
capturing, editing and posting digital video recordings is a
realistic option for anyone who wants to produce information on literally any particular subject for a global audience.
The Khan Academy, founded when Sal Khan began posting
math tutorial videos for relatives and friends, has received
substantial publicity and investment capital (Upbin, 2010).
In 2007, two rural Colorado high school chemistry
teachers, Jonathan Bergmann and Aaron Sams, were concerned about students frequently missing end-of-day classes
when leaving for sports and other competitions, and they
began to record and post their lectures and demonstrations
on YouTube. Their rethinking of the traditional paradigm
to classroom education is discussed in the seminal book
Flip Your Classroom (Bergmann & Sams, 2012). They also
created the nonprofit Flipped Learning Network (flippedlearning.org).
With lecture capture technology, students can watch lectures, view demonstrations and other presentation material
before each class session, and focus on concept application
activities during live classroom sessions (Zupancic & Horz,
2002). According to Harrison Keller, vice provost for
Correspondence should be addressed to Michael Albert, San Francisco
State University, College of Business, 1600 Holloway Avenue, San Francisco, CA 94132, USA. E-mail: malbert@sfsu.edu
higher educational policy at University of Texas at Austin,
“If you do this well, you can use faculty member’s time and
expertise more appropriately, and you can use your facilities more efficiently. More important, you can get better
student-learning outcomes” (Berrett, 2012, p. 2).
PURPOSES OF THE STUDY
The primary purpose of the study was to assess and compare the impact of a flipped classroom versus a lecture class
on student grades. Four additional areas of focus include
(a) the pedagogical rationale for the flipped classroom
model, (b) the literature on applications and grade outcomes from flipped classrooms to higher education, (c) the
redesign of an introduction to management (MGMT)
course to a flipped classroom model, and (d) key design factors for a flipped classroom model.
FLIPPING THE CLASSROOM: PEDAGOGICAL
RATIONALE
A flipped classroom model fundamentally changes the lecture-centered mode of instruction to one that is more learning-centered where the instructor focuses on using class
time to improve understanding that the student has attained
from watching prerecorded video material and completing
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420
M. ALBERT AND B. J. BEATTY
assigned readings. In this regard, Strayer (2012) stated that
it “moves the lecture outside the classroom and uses learning activities to move practice with the concepts inside the
classroom” (p. 171). These learning-centered activities use
active learning to engage the student’s thinking during class
time. Educators using a learning-centered approach engage
students in actively constructing knowledge (Huba &
Freed, 2000). According to Michael (2006), active learning
enables students to develop mental models, test the validity
of these models (an individual’s understanding), and then
change potentially faulty understanding and misconceptions. From the vantage point of (Bloom’s (1956) taxonomy, the focus of class time is on applying, analyzing, and
evaluating rather than on basic understanding.
Research on active learning has shown that it contributes
to student learning, achievement, and engagement (Chaplan, 2009; Freeman et al., 2007; Knight & Wood, 2005;
Prince, 2004). The techniques used in courses that flip the
classroom all share the same underlying imperative—students should not passively receive information in class and
then be tasked with struggling to apply that information on
their own outside of class. Note that many educators have
used active learning techniques for years; however, in large
classes the lecture-based delivery mode has dominated.
The manner in which the educator role is performed has
an impact on the use of active learning. King (1993)
described two contrasting educator roles as the sage on the
stage versus the guide on the side. Historically, the role of
the teacher has been to communicate knowledge to students
during class, and then to assign homework to reinforce
what was discussed in class. In essence, the professor lectures and the students listen and take notes. King (1993)
contended that this passive approach to learning—known
as the transmittal model—views students’ brains as empty
containers into which knowledge is poured. In contrast,
when playing the role as the guide on the side, the professor
facilitates understanding by enabling the students to do
something with the information they have read and heard.
The role of the educator is paramount to transform the education process from content centered and teacher centered
to learning centered and student centered (Fink, 2003;
Huba & Freed, 2000; Saulnier, 2009).
two focused on a pharmacy and an electrical engineering
course and found higher grades in the flipped classroom.
Findlay-Thompson and Mombourquette (2014) used a
flipped classroom for one of three sections of an introduction to business class at Mount Saint Vincent University. A
traditional lecture was used in the other two sections. Students were given the same course outlines in all three sections, with identical assignments and exams. In the flipped
classroom, students watched videos outside of class and
completed and discussed assignments during class, rather
than working on them at home. No differences were found
between grades among the three sections. Davies, Dean,
and Ball (2013) did not find any difference in grades
between a flipped class in which students watched videos
outside of class and a lecture class for an introductory information systems and spreadsheet course at Brigham Young
University. Ferreri and O’Connor (2013) redesigned a large
lecture-oriented pharmacy course at the University of North
Carolina to a flipped classroom using small-group casebased discussions during class time. Instead of using content delivery by lecture, students spend class time gathering
and applying patient information to self-care scenarios.
They found significantly better grades with the flipped
classroom. Papadopoulos and Roman (2010) used a flipped
classroom approach in an electrical engineering class where
students watched video lectures before class and worked on
problem-solving exercises during class. They found higher
test scores in the flipped class.
APPLYING THE FLIPPED CLASSROOM MODEL:
INTRODUCTION TO MANAGEMENT
University Background
A flipped classroom model was applied to an MGMT
course at a large, urban, diverse, Association to Advance
Collegiate Schools of Business–accredited business school
in the fall 2013 semester. There were approximately 5,200
students enrolled in the business school, accounting for
20% of university enrollment. Business students are highly
diverse: Asian, Caucasian non-Hispanic, combined Latino,
Filipino, and African American populations accounted for
approximately 42%, 27%, 12%, 9%, and 5% of the student
body, respectively.
REVIEW OF THE LITERATURE
Course Background
Research focusing on the effectiveness of the flipped classroom in higher education is extremely limited (FindlayThompson & Mombourquette, 2014; Hamdan, McKnight,
McKnight & Arfstrom, 2013). Few published studies have
focused on the impact of a flipped classroom on grades. Of
the four studies I identified that focused on grades, two
focused on core business courses and found no difference
between the flipped classroom and the lecture class, and
MGMT is one of 12 required core-courses required of all
business majors. Students need junior standing to enroll.
This MGMT course is the only undergraduate class in the
business school to use a flipped classroom model. The key
factor that led to course redesign was the availability of San
Francisco State University’s CourseStream, a simple lecture/video capture system that enables an instructor to use
FLIPPING THE CLASSROOM: IMPACT ON GRADES
any computer to record his or her lecture presentation and
then easily post on the class course site. Prior to offering
the flipped class, the course was taught by the same instructor using a more traditional lecture style in the university
theater. Although video cases were used, and there was
some student discussion of work experiences, the course
was primarily lecture.
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FLIPPED CLASSROOM REDESIGN: KEY
CONSIDERATIONS
Much of the research focused on the specific pedagogical approach of flipped classrooms is just beginning to
be published (Davies et al., 2013). Although there are a
variety of ways that educators have implemented a
flipped classroom (Bergmann, 2013; Bergmann & Sams,
2012; Hughes, 2012), flipped classrooms share five key
characteristics: (a) the educational process transforms
students from passive to active learners; (b) technology
facilitates the approach; (c) class time and traditional
homework time are inverted so that homework is done
first; (d) content is given real-world context; and (e)
class activities engage students in higher orders of critical thinking and problem solving or help them grasp
particularly challenging concepts (Bergmann & Sams,
2012). The instructor used these characteristics when
redesigning the MGMT class to a flipped classroom.
I also consider the technology associated with any educational process to be only one part of a learning system.
As such, the technology must be integrated with appropriate
pedagogies to add value both to the recorded video lecture
and to the in-class student experience. Discussing this,
Tucker (2012) stated, “it is not the instructional videos on
their own, but how they are integrated into an overall
approach that makes the difference” (p. 82).
The subsequent discussion is enumerated to highlight
applications of these characteristics and additional key factors focused on when redesigning the MGMT course into a
flipped classroom model:
1. Convert each chapter to video capture, broken into
several learning segments. Each of these video chapter segments summarizes the week-by-week lecture
material. Students watch these videos and complete
the assigned readings before each class. It is essential
to have supporting slides that students can view during the digital presentation. Chapters should be
divided into short segments so students can watch
and learn at their own pace. In this regard, the
instructor divided each of the 15 chapters into 2–4
segments. Chapters averaged a total of 76 min.
2. Redesign your curriculum: develop/select content for
in-class discussion that promotes active learning
focused on key course concepts. It is essential to
3.
4.
5.
6.
421
identify the critical few key concepts for each chapter
that will provide the context for in-class discussion
and be the focus for active learning. The instructor
used four types of content to promote active learning
through discussion and to add value to the assigned
readings and viewed lectures: (a) application questions for each chapter that appeared in the course
notebook, (b) video cases with application questions,
(c) movie clips focused on key concepts, and (d)
other multimedia material created by the author or
edited from business oriented cable channels. Of
these four, the application questions accounted for
50–65% of class time. Examples of application questions from one chapter appear in the Appendix.
Create incentives for student participation. Because
students are needed to provide application-to-work
examples during class, there should be incentives for
such participation. Whereas instructors usually have
the option of student participation grades in smaller
classes, this is not practical in a class of 325. Instead,
incentives were designed so students could increase
their grade by as much as 10% through (a) correctly
answering extra-credit multiple-choice questions
focused on the video cases which were only available
to view in class, (b) writing responses to one chapter
application set of questions and sharing views of one
question with the class, (c) subscribing to the Wall
Street Journal during the class, and (d) writing a
summary of the implications of a Wall Street Journal
article to chapter content and sharing with the class.
Provide students with an understanding of the flipped
classroom model. Students have probably not been in
a flipped classroom. During the first class, it is essential to discuss the flipped classroom model, and also
summarize this on the syllabus. It is also important to
exude authentic passion about the potential of the
flipped classroom to the students.
Create a sense of ownership and commitment. An
attitude of “We can do things differently in this
class—but ‘we’ implies ‘you and I’” can provide students with a feeling of engagement to be part of a
flipped classroom. Moreover, this attitude—communicated throughout the semester—places some
responsibility on the students to make the flipped
classroom model a success, rather than have it rest
solely on the instructor. This is particularly important
during the first three to four weeks of the course.
Make other key changes to syllabus and supporting
material. Because syllabi and website postings are
critical considerations regardless of the type of class
model used, these need reassessment for a flipped
classroom. In addition to summarizing the flipped
classroom in the syllabus, the instructor provided a
list of 10–12 key concepts to know for each chapter
that were posted on the course website. Chapter video
422
M. ALBERT AND B. J. BEATTY
files were also posted with the time of each video
segment, and the respective chapter pages of each
video segment.
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METHODS
A quasiexperimental design used nonequivalent groups to
compare the impact of the flipped classroom, the treatment
group, to the lecture, the control group, on student exam
grades. The lecture class was taught during the fall 2012
semester, and the flipped class was taught during the fall
2013 semester. The courses were identical and used the
same text, syllabus, and tests, the same key chapter concepts, and were taught by the same instructor at the same
time of day in the university theater. Both classes had
opportunities for extra credit, which could raise a student’s
grade by a maximum of 10%.
DATA ANALYSIS AND RESULTS
An independent samples t-test was conducted to examine
whether there was a significant difference between the performance of students in Fall 12 and Fall 13 classes in relation to their test scores on three exams. As indicated in
Tables 1–3, the test revealed a statistically significant difference between students in Fall 12 and students in Fall 13
for Test 1, t(527.295) D –2.666, p < .008; and Test 3, t
(588.305) D –2.605, p < .009; but not for Test 2, t(915) D
–1.733, p < .083.
For Test 1, students in Fall 12 (M D .7665, SD D .11653)
scored significantly lower than students in Fall 13 (M D
.7924, SD D 15162). For Test 3, students in Fall 12 (M D
.7526, SD D .12527) scored significantly lower than students in Fall 13 (M D .7773, SD D .14215). For Test 3, students in Fall 12 did score lower than students in Fall 13, but
significance did not reach .05.
DISCUSSION
As discussed previously, the present literature on the impact
of flipped classrooms in higher education on grades is
extremely limited; only four studies have focused on
grades, and only two of these studies have reported higher
grades in a flipped classroom. Moreover, prior to this study,
only two studies have focused on Business courses, and
both of these studies did not show any difference in grades
with a flipped classroom (Findlay-Thompson & Mombourquette, 2014; Davies et al., 2013).
The quasiexperimental design of the study, and the fact
that the same instructor taught the lecture class and the
flipped class with the same readings, key chapter concepts,
and exams, provides strong support to the finding of
increased performance on grades in the flipped classroom.
The results from this research suggest that the flipped classroom has the potential to contribute to increased student
performance on grades. I strongly believe that the most significant factor for a flipped classroom to have a positive
impact on student performance is for the instructor to redesign the curriculum so that the videos watched prior to class
are integrated into each class with active learning pedagogies. In this regard, I contend that Tucker (2012) focused
on the essential DNA of flipped classrooms when stating it
is how teachers integrate the videos into an overall
approach that makes the difference The six characteristics
and factors central to redesign of the MGMT course previously discussed guided the integration process.
The finding from the study demonstrates the potential of
a flipped classroom to have a positive impact on grades. To
what extent the finding can be generalized to other business
courses in management—and to other business courses—
cannot be determined due to several imitations of this
research. To what extent the results are somewhat attributable to the instructor’s ability to engage, positively influence, or integrate the videos with active learning
pedagogies designed for each class cannot be determined
from this study. The very large class size may also be a factor—650 in the lecture class and 325 in the flipped class. In
this regard, it may be that in smaller classes of 30–50 individuals, students do equally well in either type of class.
Moreover, the exams in this study were multiple choice. To
what extent student performance would be different in a
lecture class if exams required written responses to management situations, mini cases, and description of key concepts cannot be determined from this study.
IMPLICATIONS: FUTURE RESEARCH
As more educators develop courses using flipped classroom
designs, I suggest three key research streams focus on (a)
student performance and grades, (b) student perceptions
and engagement, and (c) analysis of key factors related to
student performance and grades.
Research directed to the impact of a flipped classroom
on grades would focus on a variety of business courses,
both introductory and advanced, and at the undergraduate
TABLE 1
Group Statistics (Term 0 D Fall ’12, Term 1 = Fall ’13)
Test
Test 1
Test 2
Test 3
Term
n
M
SD
SE M
0
1
0
1
0
1
596
321
596
321
596
321
.7665
.7924
.7375
.7534
.7526
.7773
.11653
.15162
.13039
.13664
.12527
.14215
.00477
.00846
.00534
.00763
.00513
.00793
FLIPPING THE CLASSROOM: IMPACT ON GRADES
423
TABLE 2
Independent Samples Test
Levene’s test for equality of variances
Test
Test 1
Test 2
Downloaded by [Universitas Maritim Raja Ali Haji] at 20:49 11 January 2016
Test 3
Variance
F
Sig.
t
df
Sig. (2-tailed)
Mean difference
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
30.471
.000
1.683
.195
3.953
.047
¡2.881
¡2.666
¡1.733
¡1.709
¡2.705
¡2.605
915
527.295
915
629.412
915
588.305
.004
.008
.083
.088
.007
.009
¡.02591
¡.02591
¡.01592
¡.01592
¡.02461
¡.02461
and graduate levels. If the same instructor teaches the class
with the same readings and tests, this quasiexperimental
design could provide evidence of the impact of the flipped
class on student performance. It may be found, for example,
that the flipped classroom has greater impact on grades in
advanced classes or at the graduate level due to the possibility that students enrolled in these courses are more invested
in their educational experience.
Research directed to student perceptions/engagement
would focus on student attitudes and perceptions of their
flipped classroom experience, and build on the modest
research that has been done in this area. In this regard,
Bishop and Verleger (2013) reviewed recent research and
found 11 studies focused on student perceptions of the
flipped classroom. They reported the results have been consistent with general student opinion being positive, with a
significant minority having some negative views. Enfield
(2013) discussed the survey he developed to assess student
perceptions of a flipped classroom, and the results he found.
Other surveys that educators develop, or interview methodologies used, to assess perceptions and engagement of
flipped classrooms would add to the limited literature. For
example, Findlay-Thompson and Mombourquette (2014)
described methodology focused on interviewing students
related to their experience in the flipped classroom.
Research directed to key factors related to student performance and grades could focus on, for example, when and
how often students watch the videos before class. It may be
TABLE 3
Independent Samples Test
t for equality of means
Test
Variance
SE
difference
95% CI of the
difference
Test1
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
.00899
.00972
.00918
.00931
.00910
.00945
[¡.04355, ¡.00826]
[¡.04499, ¡.00682]
[¡.03393, .00210]
[¡.03420, .00237]
[¡.04247, ¡.00676]
[¡.04317, ¡.00605]
Test2
Test3
t for equality of means
that students who do not perform well in a flipped class do
not watch the videos before class, or at all. Or, perhaps
some students cram and watch the videos only before a test.
There are data on university servers that track when students
actually log into the course website to access video material
posted for the course. This type of data, combined with data
from student surveys, could be used to analyze key factors
related to student performance in flipped classrooms.
CONCLUDING PERSPECTIVE
With the recent emergence of low-cost video capabilities
available in many lecture halls, classrooms, and on most
computers to capture digital recordings of presentations,
coupled with university-based software and servers, educators have a paradigm-shifting toolbox to reframe education
and the student learning experience. However, as with any
new technology, potential users—educators—may be reluctant to use the technology because they are comfortable
teaching in a particular way, and there are few incentives
for change. From the time-travel perspective of the authors,
if it were possible to wake up tomorrow and have it be the
year 2025, most educators, whether they teach in classrooms
or online, would be creating their own videos or using some
other educator’s video material. Students would be watching
these videos as homework, and the educator would be facilitating discussion to add value and build on the foundation
knowledge and concepts from the assigned reading and
assigned video material/tutorials. Tablet computers, smartphones—with larger screens—and other soon-to-be-emerging technologies and products—will continue to have the
potential to enhance education, just as chalk, blackboards,
transparency projectors, and the web have. In this regard, I
strongly believe that educators need to decide when—not
if—they want to make the transition to a flipped classroom.
REFERENCES
Bergmann, J. (Ed.). (2013). Flipping 2.0: Practical strategies for flipping
your class. New Berlin, WI: The Bretzmann Group.
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Bergmann, J., & Sams, A. (2012). Flip the classroom. Washington, DC:
International Society for Technology in Education.
Berrett, D. (2012). How “flipping” the classroom can improve the traditional lecture. Education Digest: Essential Readings Condensed for
Quick Review, 78, 36–41.
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the 120th American Society of
Engineering Education Annual Conferences & Exposition, Atlanta, GA.
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The
cognitive domain. New York, NY: David McKay.
Chaplin, S. (2009). Assessment of the impact of case studies on student
learning gains in an introductory biology course. Journal of College Science Teaching, 39, 72–79.
Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and
instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61, 563–580.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of
instruction on undergraduate multimedia students at CSU, Northridge.
TechTrends, 57(6), 14–27.
Ferreri, S., & O’Connor, S. (2013). Redesign of a large lecture course into
a small-group learning course. American Journal of Pharmaceutical
Education, 77(1), 13. doi: 10.5688/ajpe77113
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaulation of a
flipped classroom in an undergraduate business course. Business Education & Accreditation, 6, 63–71.
Fink, L. D. (2003). Creating significant learning experiences. San Francisco, CA: Jossey-Bass.
Freeman, S., O’Connor, E., Parks, J. W., Cunningham, M., Hurley, D.,
Dirks, C., & Wenderoth, M. P. (2007). Prescribed active learning
increases performance in introductory biology. CBE Life Science Education, 6, 132–139.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A
review of flipped learning. Retrieved from http://www.flippedlearning.org
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston,
MA: Allyn & Bacon.
Hughes, H. (2012). Introduction to flipping the college classroom. In T.
Amiel & B. Wilson (Eds.), Proceedings from world conference on educational multimedia, hypermedia, and telecommunications (pp. 2434–
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Michael, J. (2006). Where’s the evidence that active learning works?
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Papadopoulos, C., & Roman, A. S. (2010, October). Implementing an
inverted classroom in engineering statistics: initial results. Proceedings
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Saulnier, B. (2009). From “sage on the stage” to “Guide on the side revisited”: (Un)convering the content in the lecture-centered information systems course. Information systems Education Journal, 7(60), 1–10.
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APPENDIX: Application Discussion Questions
Note: These questions appear in the course notebook and
are formatted so the student has approximately one-half
page per question.
Management in the 21st Century—Chapter 1
1. Describe two specific examples of important effectiveness
goals of an organization where you worked, or interview
someone with experience.
2. Describe any of the 21st Century trends discussed in Chapter 1 that are relevant to the organization. Describe what
the organization has done to respond to these trends?
3. Describe the job focus of a senior manager, middle manager, or supervisor in the organization.
4. Describe a manager you have worked for who is highly
competent. Summarize why you think he/she is highly
competent as a manager. Focus on what he/she does that is
particularly competent.
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Flipping the Classroom Applications to Curriculum
Redesign for an Introduction to Management
Course: Impact on Grades
Michael Albert & Brian J. Beatty
To cite this article: Michael Albert & Brian J. Beatty (2014) Flipping the Classroom Applications
to Curriculum Redesign for an Introduction to Management Course: Impact on Grades, Journal
of Education for Business, 89:8, 419-424, DOI: 10.1080/08832323.2014.929559
To link to this article: http://dx.doi.org/10.1080/08832323.2014.929559
Published online: 04 Nov 2014.
Submit your article to this journal
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JOURNAL OF EDUCATION FOR BUSINESS, 89: 419–424, 2014
Copyright Ó Taylor & Francis Group, LLC
ISSN: 0883-2323 print / 1940-3356 online
DOI: 10.1080/08832323.2014.929559
Flipping the Classroom Applications to Curriculum
Redesign for an Introduction to Management Course:
Impact on Grades
Michael Albert and Brian J. Beatty
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San Francisco State University, San Francisco, California, USA
The authors discuss the application of the flipped classroom model to the redesign of an
introduction to management course at a highly diverse, urban, Association to Advance
Collegiate Schools of Business–accredited U.S. university. The author assessed the impact of
a flipped classroom versus a lecture class on grades. Compared to the prior lecture class
taught by the same instructor using the same text and tests, results indicate that grades on all
three exams were higher, and grades on two of three exams were significantly higher.
Keywords: curriculum redesign, flipping the classroom, impact on grades, introduction to
management course
During the past several years, advances in technology have
continued to transform the way education is experienced
for instructors and students. With low-cost computer-based
video capture capabilities becoming more readily available,
capturing, editing and posting digital video recordings is a
realistic option for anyone who wants to produce information on literally any particular subject for a global audience.
The Khan Academy, founded when Sal Khan began posting
math tutorial videos for relatives and friends, has received
substantial publicity and investment capital (Upbin, 2010).
In 2007, two rural Colorado high school chemistry
teachers, Jonathan Bergmann and Aaron Sams, were concerned about students frequently missing end-of-day classes
when leaving for sports and other competitions, and they
began to record and post their lectures and demonstrations
on YouTube. Their rethinking of the traditional paradigm
to classroom education is discussed in the seminal book
Flip Your Classroom (Bergmann & Sams, 2012). They also
created the nonprofit Flipped Learning Network (flippedlearning.org).
With lecture capture technology, students can watch lectures, view demonstrations and other presentation material
before each class session, and focus on concept application
activities during live classroom sessions (Zupancic & Horz,
2002). According to Harrison Keller, vice provost for
Correspondence should be addressed to Michael Albert, San Francisco
State University, College of Business, 1600 Holloway Avenue, San Francisco, CA 94132, USA. E-mail: malbert@sfsu.edu
higher educational policy at University of Texas at Austin,
“If you do this well, you can use faculty member’s time and
expertise more appropriately, and you can use your facilities more efficiently. More important, you can get better
student-learning outcomes” (Berrett, 2012, p. 2).
PURPOSES OF THE STUDY
The primary purpose of the study was to assess and compare the impact of a flipped classroom versus a lecture class
on student grades. Four additional areas of focus include
(a) the pedagogical rationale for the flipped classroom
model, (b) the literature on applications and grade outcomes from flipped classrooms to higher education, (c) the
redesign of an introduction to management (MGMT)
course to a flipped classroom model, and (d) key design factors for a flipped classroom model.
FLIPPING THE CLASSROOM: PEDAGOGICAL
RATIONALE
A flipped classroom model fundamentally changes the lecture-centered mode of instruction to one that is more learning-centered where the instructor focuses on using class
time to improve understanding that the student has attained
from watching prerecorded video material and completing
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420
M. ALBERT AND B. J. BEATTY
assigned readings. In this regard, Strayer (2012) stated that
it “moves the lecture outside the classroom and uses learning activities to move practice with the concepts inside the
classroom” (p. 171). These learning-centered activities use
active learning to engage the student’s thinking during class
time. Educators using a learning-centered approach engage
students in actively constructing knowledge (Huba &
Freed, 2000). According to Michael (2006), active learning
enables students to develop mental models, test the validity
of these models (an individual’s understanding), and then
change potentially faulty understanding and misconceptions. From the vantage point of (Bloom’s (1956) taxonomy, the focus of class time is on applying, analyzing, and
evaluating rather than on basic understanding.
Research on active learning has shown that it contributes
to student learning, achievement, and engagement (Chaplan, 2009; Freeman et al., 2007; Knight & Wood, 2005;
Prince, 2004). The techniques used in courses that flip the
classroom all share the same underlying imperative—students should not passively receive information in class and
then be tasked with struggling to apply that information on
their own outside of class. Note that many educators have
used active learning techniques for years; however, in large
classes the lecture-based delivery mode has dominated.
The manner in which the educator role is performed has
an impact on the use of active learning. King (1993)
described two contrasting educator roles as the sage on the
stage versus the guide on the side. Historically, the role of
the teacher has been to communicate knowledge to students
during class, and then to assign homework to reinforce
what was discussed in class. In essence, the professor lectures and the students listen and take notes. King (1993)
contended that this passive approach to learning—known
as the transmittal model—views students’ brains as empty
containers into which knowledge is poured. In contrast,
when playing the role as the guide on the side, the professor
facilitates understanding by enabling the students to do
something with the information they have read and heard.
The role of the educator is paramount to transform the education process from content centered and teacher centered
to learning centered and student centered (Fink, 2003;
Huba & Freed, 2000; Saulnier, 2009).
two focused on a pharmacy and an electrical engineering
course and found higher grades in the flipped classroom.
Findlay-Thompson and Mombourquette (2014) used a
flipped classroom for one of three sections of an introduction to business class at Mount Saint Vincent University. A
traditional lecture was used in the other two sections. Students were given the same course outlines in all three sections, with identical assignments and exams. In the flipped
classroom, students watched videos outside of class and
completed and discussed assignments during class, rather
than working on them at home. No differences were found
between grades among the three sections. Davies, Dean,
and Ball (2013) did not find any difference in grades
between a flipped class in which students watched videos
outside of class and a lecture class for an introductory information systems and spreadsheet course at Brigham Young
University. Ferreri and O’Connor (2013) redesigned a large
lecture-oriented pharmacy course at the University of North
Carolina to a flipped classroom using small-group casebased discussions during class time. Instead of using content delivery by lecture, students spend class time gathering
and applying patient information to self-care scenarios.
They found significantly better grades with the flipped
classroom. Papadopoulos and Roman (2010) used a flipped
classroom approach in an electrical engineering class where
students watched video lectures before class and worked on
problem-solving exercises during class. They found higher
test scores in the flipped class.
APPLYING THE FLIPPED CLASSROOM MODEL:
INTRODUCTION TO MANAGEMENT
University Background
A flipped classroom model was applied to an MGMT
course at a large, urban, diverse, Association to Advance
Collegiate Schools of Business–accredited business school
in the fall 2013 semester. There were approximately 5,200
students enrolled in the business school, accounting for
20% of university enrollment. Business students are highly
diverse: Asian, Caucasian non-Hispanic, combined Latino,
Filipino, and African American populations accounted for
approximately 42%, 27%, 12%, 9%, and 5% of the student
body, respectively.
REVIEW OF THE LITERATURE
Course Background
Research focusing on the effectiveness of the flipped classroom in higher education is extremely limited (FindlayThompson & Mombourquette, 2014; Hamdan, McKnight,
McKnight & Arfstrom, 2013). Few published studies have
focused on the impact of a flipped classroom on grades. Of
the four studies I identified that focused on grades, two
focused on core business courses and found no difference
between the flipped classroom and the lecture class, and
MGMT is one of 12 required core-courses required of all
business majors. Students need junior standing to enroll.
This MGMT course is the only undergraduate class in the
business school to use a flipped classroom model. The key
factor that led to course redesign was the availability of San
Francisco State University’s CourseStream, a simple lecture/video capture system that enables an instructor to use
FLIPPING THE CLASSROOM: IMPACT ON GRADES
any computer to record his or her lecture presentation and
then easily post on the class course site. Prior to offering
the flipped class, the course was taught by the same instructor using a more traditional lecture style in the university
theater. Although video cases were used, and there was
some student discussion of work experiences, the course
was primarily lecture.
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FLIPPED CLASSROOM REDESIGN: KEY
CONSIDERATIONS
Much of the research focused on the specific pedagogical approach of flipped classrooms is just beginning to
be published (Davies et al., 2013). Although there are a
variety of ways that educators have implemented a
flipped classroom (Bergmann, 2013; Bergmann & Sams,
2012; Hughes, 2012), flipped classrooms share five key
characteristics: (a) the educational process transforms
students from passive to active learners; (b) technology
facilitates the approach; (c) class time and traditional
homework time are inverted so that homework is done
first; (d) content is given real-world context; and (e)
class activities engage students in higher orders of critical thinking and problem solving or help them grasp
particularly challenging concepts (Bergmann & Sams,
2012). The instructor used these characteristics when
redesigning the MGMT class to a flipped classroom.
I also consider the technology associated with any educational process to be only one part of a learning system.
As such, the technology must be integrated with appropriate
pedagogies to add value both to the recorded video lecture
and to the in-class student experience. Discussing this,
Tucker (2012) stated, “it is not the instructional videos on
their own, but how they are integrated into an overall
approach that makes the difference” (p. 82).
The subsequent discussion is enumerated to highlight
applications of these characteristics and additional key factors focused on when redesigning the MGMT course into a
flipped classroom model:
1. Convert each chapter to video capture, broken into
several learning segments. Each of these video chapter segments summarizes the week-by-week lecture
material. Students watch these videos and complete
the assigned readings before each class. It is essential
to have supporting slides that students can view during the digital presentation. Chapters should be
divided into short segments so students can watch
and learn at their own pace. In this regard, the
instructor divided each of the 15 chapters into 2–4
segments. Chapters averaged a total of 76 min.
2. Redesign your curriculum: develop/select content for
in-class discussion that promotes active learning
focused on key course concepts. It is essential to
3.
4.
5.
6.
421
identify the critical few key concepts for each chapter
that will provide the context for in-class discussion
and be the focus for active learning. The instructor
used four types of content to promote active learning
through discussion and to add value to the assigned
readings and viewed lectures: (a) application questions for each chapter that appeared in the course
notebook, (b) video cases with application questions,
(c) movie clips focused on key concepts, and (d)
other multimedia material created by the author or
edited from business oriented cable channels. Of
these four, the application questions accounted for
50–65% of class time. Examples of application questions from one chapter appear in the Appendix.
Create incentives for student participation. Because
students are needed to provide application-to-work
examples during class, there should be incentives for
such participation. Whereas instructors usually have
the option of student participation grades in smaller
classes, this is not practical in a class of 325. Instead,
incentives were designed so students could increase
their grade by as much as 10% through (a) correctly
answering extra-credit multiple-choice questions
focused on the video cases which were only available
to view in class, (b) writing responses to one chapter
application set of questions and sharing views of one
question with the class, (c) subscribing to the Wall
Street Journal during the class, and (d) writing a
summary of the implications of a Wall Street Journal
article to chapter content and sharing with the class.
Provide students with an understanding of the flipped
classroom model. Students have probably not been in
a flipped classroom. During the first class, it is essential to discuss the flipped classroom model, and also
summarize this on the syllabus. It is also important to
exude authentic passion about the potential of the
flipped classroom to the students.
Create a sense of ownership and commitment. An
attitude of “We can do things differently in this
class—but ‘we’ implies ‘you and I’” can provide students with a feeling of engagement to be part of a
flipped classroom. Moreover, this attitude—communicated throughout the semester—places some
responsibility on the students to make the flipped
classroom model a success, rather than have it rest
solely on the instructor. This is particularly important
during the first three to four weeks of the course.
Make other key changes to syllabus and supporting
material. Because syllabi and website postings are
critical considerations regardless of the type of class
model used, these need reassessment for a flipped
classroom. In addition to summarizing the flipped
classroom in the syllabus, the instructor provided a
list of 10–12 key concepts to know for each chapter
that were posted on the course website. Chapter video
422
M. ALBERT AND B. J. BEATTY
files were also posted with the time of each video
segment, and the respective chapter pages of each
video segment.
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METHODS
A quasiexperimental design used nonequivalent groups to
compare the impact of the flipped classroom, the treatment
group, to the lecture, the control group, on student exam
grades. The lecture class was taught during the fall 2012
semester, and the flipped class was taught during the fall
2013 semester. The courses were identical and used the
same text, syllabus, and tests, the same key chapter concepts, and were taught by the same instructor at the same
time of day in the university theater. Both classes had
opportunities for extra credit, which could raise a student’s
grade by a maximum of 10%.
DATA ANALYSIS AND RESULTS
An independent samples t-test was conducted to examine
whether there was a significant difference between the performance of students in Fall 12 and Fall 13 classes in relation to their test scores on three exams. As indicated in
Tables 1–3, the test revealed a statistically significant difference between students in Fall 12 and students in Fall 13
for Test 1, t(527.295) D –2.666, p < .008; and Test 3, t
(588.305) D –2.605, p < .009; but not for Test 2, t(915) D
–1.733, p < .083.
For Test 1, students in Fall 12 (M D .7665, SD D .11653)
scored significantly lower than students in Fall 13 (M D
.7924, SD D 15162). For Test 3, students in Fall 12 (M D
.7526, SD D .12527) scored significantly lower than students in Fall 13 (M D .7773, SD D .14215). For Test 3, students in Fall 12 did score lower than students in Fall 13, but
significance did not reach .05.
DISCUSSION
As discussed previously, the present literature on the impact
of flipped classrooms in higher education on grades is
extremely limited; only four studies have focused on
grades, and only two of these studies have reported higher
grades in a flipped classroom. Moreover, prior to this study,
only two studies have focused on Business courses, and
both of these studies did not show any difference in grades
with a flipped classroom (Findlay-Thompson & Mombourquette, 2014; Davies et al., 2013).
The quasiexperimental design of the study, and the fact
that the same instructor taught the lecture class and the
flipped class with the same readings, key chapter concepts,
and exams, provides strong support to the finding of
increased performance on grades in the flipped classroom.
The results from this research suggest that the flipped classroom has the potential to contribute to increased student
performance on grades. I strongly believe that the most significant factor for a flipped classroom to have a positive
impact on student performance is for the instructor to redesign the curriculum so that the videos watched prior to class
are integrated into each class with active learning pedagogies. In this regard, I contend that Tucker (2012) focused
on the essential DNA of flipped classrooms when stating it
is how teachers integrate the videos into an overall
approach that makes the difference The six characteristics
and factors central to redesign of the MGMT course previously discussed guided the integration process.
The finding from the study demonstrates the potential of
a flipped classroom to have a positive impact on grades. To
what extent the finding can be generalized to other business
courses in management—and to other business courses—
cannot be determined due to several imitations of this
research. To what extent the results are somewhat attributable to the instructor’s ability to engage, positively influence, or integrate the videos with active learning
pedagogies designed for each class cannot be determined
from this study. The very large class size may also be a factor—650 in the lecture class and 325 in the flipped class. In
this regard, it may be that in smaller classes of 30–50 individuals, students do equally well in either type of class.
Moreover, the exams in this study were multiple choice. To
what extent student performance would be different in a
lecture class if exams required written responses to management situations, mini cases, and description of key concepts cannot be determined from this study.
IMPLICATIONS: FUTURE RESEARCH
As more educators develop courses using flipped classroom
designs, I suggest three key research streams focus on (a)
student performance and grades, (b) student perceptions
and engagement, and (c) analysis of key factors related to
student performance and grades.
Research directed to the impact of a flipped classroom
on grades would focus on a variety of business courses,
both introductory and advanced, and at the undergraduate
TABLE 1
Group Statistics (Term 0 D Fall ’12, Term 1 = Fall ’13)
Test
Test 1
Test 2
Test 3
Term
n
M
SD
SE M
0
1
0
1
0
1
596
321
596
321
596
321
.7665
.7924
.7375
.7534
.7526
.7773
.11653
.15162
.13039
.13664
.12527
.14215
.00477
.00846
.00534
.00763
.00513
.00793
FLIPPING THE CLASSROOM: IMPACT ON GRADES
423
TABLE 2
Independent Samples Test
Levene’s test for equality of variances
Test
Test 1
Test 2
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Test 3
Variance
F
Sig.
t
df
Sig. (2-tailed)
Mean difference
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
30.471
.000
1.683
.195
3.953
.047
¡2.881
¡2.666
¡1.733
¡1.709
¡2.705
¡2.605
915
527.295
915
629.412
915
588.305
.004
.008
.083
.088
.007
.009
¡.02591
¡.02591
¡.01592
¡.01592
¡.02461
¡.02461
and graduate levels. If the same instructor teaches the class
with the same readings and tests, this quasiexperimental
design could provide evidence of the impact of the flipped
class on student performance. It may be found, for example,
that the flipped classroom has greater impact on grades in
advanced classes or at the graduate level due to the possibility that students enrolled in these courses are more invested
in their educational experience.
Research directed to student perceptions/engagement
would focus on student attitudes and perceptions of their
flipped classroom experience, and build on the modest
research that has been done in this area. In this regard,
Bishop and Verleger (2013) reviewed recent research and
found 11 studies focused on student perceptions of the
flipped classroom. They reported the results have been consistent with general student opinion being positive, with a
significant minority having some negative views. Enfield
(2013) discussed the survey he developed to assess student
perceptions of a flipped classroom, and the results he found.
Other surveys that educators develop, or interview methodologies used, to assess perceptions and engagement of
flipped classrooms would add to the limited literature. For
example, Findlay-Thompson and Mombourquette (2014)
described methodology focused on interviewing students
related to their experience in the flipped classroom.
Research directed to key factors related to student performance and grades could focus on, for example, when and
how often students watch the videos before class. It may be
TABLE 3
Independent Samples Test
t for equality of means
Test
Variance
SE
difference
95% CI of the
difference
Test1
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
.00899
.00972
.00918
.00931
.00910
.00945
[¡.04355, ¡.00826]
[¡.04499, ¡.00682]
[¡.03393, .00210]
[¡.03420, .00237]
[¡.04247, ¡.00676]
[¡.04317, ¡.00605]
Test2
Test3
t for equality of means
that students who do not perform well in a flipped class do
not watch the videos before class, or at all. Or, perhaps
some students cram and watch the videos only before a test.
There are data on university servers that track when students
actually log into the course website to access video material
posted for the course. This type of data, combined with data
from student surveys, could be used to analyze key factors
related to student performance in flipped classrooms.
CONCLUDING PERSPECTIVE
With the recent emergence of low-cost video capabilities
available in many lecture halls, classrooms, and on most
computers to capture digital recordings of presentations,
coupled with university-based software and servers, educators have a paradigm-shifting toolbox to reframe education
and the student learning experience. However, as with any
new technology, potential users—educators—may be reluctant to use the technology because they are comfortable
teaching in a particular way, and there are few incentives
for change. From the time-travel perspective of the authors,
if it were possible to wake up tomorrow and have it be the
year 2025, most educators, whether they teach in classrooms
or online, would be creating their own videos or using some
other educator’s video material. Students would be watching
these videos as homework, and the educator would be facilitating discussion to add value and build on the foundation
knowledge and concepts from the assigned reading and
assigned video material/tutorials. Tablet computers, smartphones—with larger screens—and other soon-to-be-emerging technologies and products—will continue to have the
potential to enhance education, just as chalk, blackboards,
transparency projectors, and the web have. In this regard, I
strongly believe that educators need to decide when—not
if—they want to make the transition to a flipped classroom.
REFERENCES
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APPENDIX: Application Discussion Questions
Note: These questions appear in the course notebook and
are formatted so the student has approximately one-half
page per question.
Management in the 21st Century—Chapter 1
1. Describe two specific examples of important effectiveness
goals of an organization where you worked, or interview
someone with experience.
2. Describe any of the 21st Century trends discussed in Chapter 1 that are relevant to the organization. Describe what
the organization has done to respond to these trends?
3. Describe the job focus of a senior manager, middle manager, or supervisor in the organization.
4. Describe a manager you have worked for who is highly
competent. Summarize why you think he/she is highly
competent as a manager. Focus on what he/she does that is
particularly competent.