Review of Professional Management- A Journal of New Delhi Institute of Management

Open Access Open Access  Restricted Access Subscription Access

Teaching Management Graduate:Balancing Learning Style and Teaching Methodology with Flipped Classroom


Affiliations
1 Associate Professor and Head, Department of MBA, ITS Engineering College, Greater Noida, India
2 Associate Professor, IILM Graduate School of Management, Greater Noida, India
3 Assistant Professor, IILM Graduate School of Management, Greater Noida, India
 

Traditional lecture style of teaching is the most common and popular in higher education courses across the world even in 21st century. Students and teachers both are familiar with the traditional lecture method and are generally comfortable with this syle. In the technology driven knowledge economy, innovative learning approaches are being introduced. This has evolved new system of teaching and learning in education such as flipped classroom system where the pre-learning materials like online audio, video and readings are shared in advance. Students prepare themselves using these materials prior to coming to the class thus in the class time, they can participate in discussions, hands on application, problem solving through games and other engaging and collaborating activities. In this type of setup, the role of the teacher/instructor changes from deliverer of contents to guiding students through a series of engaging and experiential-learning activities. During the course, students learn how to find answers for questions, they participate in group learning, problem solving thus develop analytical skills. The present research attempts to understand the student’s perspective regarding flipped classrooms. Students being an important stakeholder, this research considers their perspections as the crucial element. This study is conducted amongst students studying in management colleges located in the National Capital Region (NCR) with a sample size of 211 respondents.

Keywords

Flipped Classroom, Learning Material, Learning.
User
Notifications
Font Size

  • Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Education, Retrieved from http://chronicle.com/article/How-Flipping-the-Classroom/130857/

  • Betty Love, Angie Hodge, Neal Grandgenett & Andrew W. Swift. (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45(3), 317-324, DOI: 10.1080/0020739X.2013.822482

  • Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. 120th ASEE Annual Conference & Exposition. Atlanta: GA.

  • Carlisle, M.C. (2010) Using you tube to enhance student class preparation in an introductory Java course. Paper presented at: Proceedings of the 41st ACM Technical Symposium on Computer science Education; 2010 Mar 10–13; Milwaukee, WI.

  • Day, J. A., & Foley, J. D. (2006). Evaluating a Web Lecture Intervention in a Human–Computer Interaction Course. IEEE Transactions on Education, 49(4), 420-431. doi:10.1109/TE.2006.879792

  • Deslauriers, L,. Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science., 332 (May 11). 862-864. Doi: 10.1126/science.1202043

  • Flipped Learning Network (FLN) (2014). The Four Pillars of F-L-I-P™. 3/5/2015 http://flippedlearning.org//site/Default.aspx?PageID=92

  • Frand, J. L. (2000). The information-age mindset: changes in students and implications for higher education. Educause Review.35.14–24.

  • Halili, S. H., & Zainuddin, Z. (2015). Flipping the classroom: What we know and what we don't. The Online Journal of Distance Education and e-Learning, 3(1), 28–35.

  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Retrieved from the Flipped Learning Network, 1/5/2015, http://flippedlearning.org/cms/lib07/VA01923112/

  • Lage, M.J., Platt, G., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment, J Econ Educ, 31( 1 ). 30-43

  • Lord S, and Camacho, M. (2007). Effective teaching practices: preliminary analysis of engineering educators. Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference; Oct 10–3; Milwaukee, WI.

  • Mull B. (2012). Flipped learning: A response to five common criticisms. Retrieved from November Learning, 21 April, 2015, http://novemberlearning.com/resources/ articles/flippedlearning-a-response-to-five-commoncriticisms

  • Strayer, J. F. (2008). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation, The Ohio State University). Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Strayer%20 Jeremy.pdf?osu1189523914


Abstract Views: 353

PDF Views: 196




  • Teaching Management Graduate:Balancing Learning Style and Teaching Methodology with Flipped Classroom

Abstract Views: 353  |  PDF Views: 196

Authors

Sunita Shukla
Associate Professor and Head, Department of MBA, ITS Engineering College, Greater Noida, India
Sandhya Rai
Associate Professor, IILM Graduate School of Management, Greater Noida, India
Sonika Sharma
Assistant Professor, IILM Graduate School of Management, Greater Noida, India

Abstract


Traditional lecture style of teaching is the most common and popular in higher education courses across the world even in 21st century. Students and teachers both are familiar with the traditional lecture method and are generally comfortable with this syle. In the technology driven knowledge economy, innovative learning approaches are being introduced. This has evolved new system of teaching and learning in education such as flipped classroom system where the pre-learning materials like online audio, video and readings are shared in advance. Students prepare themselves using these materials prior to coming to the class thus in the class time, they can participate in discussions, hands on application, problem solving through games and other engaging and collaborating activities. In this type of setup, the role of the teacher/instructor changes from deliverer of contents to guiding students through a series of engaging and experiential-learning activities. During the course, students learn how to find answers for questions, they participate in group learning, problem solving thus develop analytical skills. The present research attempts to understand the student’s perspective regarding flipped classrooms. Students being an important stakeholder, this research considers their perspections as the crucial element. This study is conducted amongst students studying in management colleges located in the National Capital Region (NCR) with a sample size of 211 respondents.

Keywords


Flipped Classroom, Learning Material, Learning.

References





DOI: https://doi.org/10.20968/rpm%2F2019%2Fv17%2Fi1%2F145645