Examining the impact of flipping the classroom on student performance in an undergraduate course in project management. (18th November 2021)

• Record Type: Journal Article
• Authors: Mohebbi, Esmail
• Is Part Of: International journal of information and operations management education. Volume 7:Number 2(2020)
• Page Start: 113
• Page End: 136
• Publication Date: 2021-11-18
• Subjects: flipped classroom -- instructional methodology -- project management -- operations management -- academic performance -- business education; Continuing education -- Periodicals; Information organization -- Periodicals; Operations research -- Periodicals; Education -- Research -- Periodicals; 025.00711
• Languages: English
• ISSNs: 1744-2303

Abstract

This paper examines the impact of adopting a flipped classroom model on the academic performance of students in an introductory undergraduate course in project management. The study was conducted over a three-semester period during which the course was transformed from a traditional lecture-oriented format to semi-flipped and flipped modes of instruction in search of a more fruitful learning environment for students with diverse academic backgrounds and program needs. A combination of performance- and perception-based data were collected for analytical purposes. Multiple assessment tools were included in the study to measure students' performance with respect to various layers of intended learning outcomes. The results showed that students in semi-flipped and flipped classrooms on average outperformed their peers in all the assessment categories considered. There were no statistically significant differences in performance between the semi-flipped and flipped classrooms. Furthermore, the study revealed that the majority of students viewed the flipped classroom favourably and noted that it offered advantages over a traditional lecture-oriented format.