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The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs

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  • Lombardini, Chiara
  • Lakkala, Minna
  • Muukkonen, Hanni

Abstract

This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students’ learning and satisfaction of the redesign of a first-year, principles of microeconomics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015.

Suggested Citation

  • Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.
    • Handle: RePEc:eee:ireced:v:29:y:2018:i:c:p:14-28
    DOI: 10.1016/j.iree.2018.01.003
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    References listed on IDEAS

    as
    1. Calimeris, Lauren & Sauer, Katherine M., 2015. "Flipping out about the flip: All hype or is there hope?," International Review of Economics Education, Elsevier, vol. 20(C), pages 13-28.
    2. Olitsky, Neal H. & Cosgrove, Sarah B., 2016. "The better blend? Flipping the principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 21(C), pages 1-11.
    3. Michael Watts & Georg Schaur, 2011. "Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(3), pages 294-309, July.
    4. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    5. Michael S. McPherson & Lawrence S. Bacow, 2015. "Online Higher Education: Beyond the Hype Cycle," Journal of Economic Perspectives, American Economic Association, vol. 29(4), pages 135-154, Fall.
    6. William L. Goffe & David Kauper, 2014. "A Survey of Principles Instructors: Why Lecture Prevails," The Journal of Economic Education, Taylor & Francis Journals, vol. 45(4), pages 360-375, December.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Xiaodan Zhou & Ling-Hsiu Chen & Chin-Ling Chen, 2019. "Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven," Sustainability, MDPI, vol. 11(4), pages 1-14, February.
    2. Tang, Tommy, 2023. "Approach to learning for assessment in economics," Economic Analysis and Policy, Elsevier, vol. 78(C), pages 571-584.
    3. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).
    4. Chien-Chih Chen, 2021. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective," Sustainability, MDPI, vol. 13(16), pages 1-20, August.
    5. Peter Mikek, 2023. "A Flipped Classroom Experiment in Growth Theory," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 433-456, June.
    6. Cosgrove, Sarah B. & Olitsky, Neal H., 2020. "Research-based instructional strategies in a flipped principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 33(C).

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    More about this item

    Keywords

    Flipped classroom; Flipped teaching; Inverted classroom; Regression analysis; Binary logit; Non-parametric statistics;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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