Join Leanna Lawter, Associate Professor of Business & Management for an upcoming Faculty Research Talk, Effectiveness of Flipped Classroom Format in Quantitative and Non-Quantitative Business Courses – A Meta-Analysis.

Presenters will begin by discussing their topic, and each session will close with a question and answer segment. All presentations are virtual and free and the Zoom link will be sent the day before this discussion.

The current meta-analysis investigates two student outcomes of the flipped or inverted classroom format in quantitative and non-quantitative business courses: knowledge acquisition and satisfaction. Data was collected through a search of nine databases to identify empirical studies which compared student outcomes in flipped classrooms to lecture classrooms. A total of 35 studies were identified for inclusion in the study. Results show that flipped format had a positive effect on knowledge acquisition for both quantitative and non-quantitative courses as compared to lecture courses. The impact in non-quantitative courses on knowledge acquisition was larger than the effect in quantitative courses, but was not statistically significant. Student satisfaction in flipped classrooms as compared to lecture classes was higher in quantitative courses, but not statistically significant. The implications for business education is to not use flipped classroom approach as a universal format for instruction but in courses where students benefit from self-directed learning and the increased workload for students merits the gains in learning.

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