Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree

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...

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Bibliographic Details
Published inJournal of education for business Vol. 97; no. 2; pp. 76 - 85
Main Authors Fang, Jim, Vong, John, Fang, Jeff
Format Journal Article
LanguageEnglish
Published Washington Routledge 17.02.2022
Taylor & Francis Inc
Subjects
Active learning
Blended learning
Business Administration Education
Business education
College Freshmen
Cooperative Learning
Flipped Classroom
Foreign Countries
Higher education
innovations in education
Learner Engagement
Learning Activities
learning and teaching
online learning
Psychological Patterns
Qualitative research
Self Efficacy
Sense of Community
Student Attitudes
student interactions
student learning
Student participation
Well Being
Australia
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Summary: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.
ISSN:0883-2323
1940-3356
DOI:10.1080/08832323.2021.1890539