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Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development

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  • Gordon Wang

    (Faculty of Business, Creative Industries and Culinary Arts, George Brown College, Toronto, ON M5A 3W8, Canada)

Abstract

As an example of pedagogical approaches that blend online and face-to-face instruction, the flipped classroom model has seen exponential growth in business schools. To explore its effectiveness, expectancy-value theory and cognitive load theory were employed to develop a framework linking students’ perceived usefulness of the online and in-person content to their pre-class preparation, class participation, perceived learning, and skills development. A preliminary test of this framework was conducted using a flipped Organizational Behavior course within a business diploma program at a publicly funded Canadian college. The perceived usefulness of the online component was positively associated with students’ pre-class preparation, which, in turn, was positively related to both their perceived learning and skills development. Implications for practice and directions for future research are discussed.

Suggested Citation

  • Gordon Wang, 2025. "Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development," Administrative Sciences, MDPI, vol. 15(8), pages 1-19, August.
    • Handle: RePEc:gam:jadmsc:v:15:y:2025:i:8:p:301-:d:1716446
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    References listed on IDEAS

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    1. Alcalde, Pilar & Nagel, Juan, 2019. "Why does peer instruction improve student satisfaction more than student performance? A randomized experiment," International Review of Economics Education, Elsevier, vol. 30(C), pages 1-1.
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