Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree. Issue 2 (17th February 2022)

• Record Type: Journal Article
• Authors: Fang, Jim; Vong, John; Fang, Jeff
• Is Part Of: Journal of education for business. Volume 97:Issue 2(2022)
• Page Start: 76
• Page End: 85
• Publication Date: 2022-02-17
• Subjects: Active learning -- innovations in education -- learning and teaching -- online learning -- student interactions -- student learning; Business education -- Periodicals; 658.0071
• DOI: 10.1080/08832323.2021.1890539
• Languages: English
• ISSNs: 0883-2323

Abstract

Abstract: This paper aims to provide clear and appropriate evidence of factors that trigger student engagement of flipped classroom (FC) learning in higher education (HE), based on an example of a fully flipped business undergraduate degree program in Australia. Qualitative data from the Student Evaluation of Teaching and Units (SETU) of 142 first-year business students over seven consecutive trimesters (2017–2019) were gathered and analyzed using thematic analysis. The findings provide a nuanced understanding on triggers of student engagement in relation to self-efficacy, emotion, well-being and belonging. The findings may guide educators in full adoption of FC in other undergraduate courses.