The impact of the flipped classroom in a principles of microeconomics course : evidence from a quasi-experiment with two flipped classroom designs

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Lombardini , C , Lakkala , M & Muukkonen , H 2018 , ' The impact of the flipped classroom in a principles of microeconomics course : evidence from a quasi-experiment with two flipped classroom designs ' , International Review of Economics Education , vol. 29 , pp. 14-28 . https://doi.org/10.1016/j.iree.2018.01.003

Title: The impact of the flipped classroom in a principles of microeconomics course : evidence from a quasi-experiment with two flipped classroom designs
Author: Lombardini, Chiara; Lakkala, Minna; Muukkonen, Hanni
Contributor: University of Helsinki, Department of Economics and Management
University of Helsinki, Department of Education
University of Helsinki, University of Oulu
Date: 2018-09
Language: eng
Number of pages: 15
Belongs to series: International Review of Economics Education
ISSN: 1477-3880
URI: http://hdl.handle.net/10138/311726
Abstract: This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students' learning and satisfaction of the redesign of a first-year, principles of micro-economics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015. Students perceived a higher degree of achievement of the learning goals in both flipped courses compared to the non-flipped active learning course. Moreover, participating in the partial or full flipped classroom decreased the odds of a D or F grade or of withdraw. However, only the partial flip was associated with overall better learning outcomes in the final exam, while there was no statistically significant difference between the non-flipped active learning course and the full flip. Age was negatively associated with learning outcomes and increased the odds of a D or F grade or of withdraw. Gender had no statistically significant impact on learning outcomes. Students were least satisfied with the full flip and equally satisfied with the non-flipped active learning course and the partial flip. Lower satisfaction appears to be due to increased workload, which students evaluated to be highest in the full flip, aswell as to elements of groupwork design. In the flipped classroom design, the pre-class multiple choice tests on Moodle emerged as a clear favorite in students' teaching evaluations.
Subject: Flipped classroom
Flipped teaching
Inverted classroom
Regression analysis
Binary logit
Non-parametric statistics
STUDENT PERFORMANCE
LEARNING-ENVIRONMENT
HIGHER-EDUCATION
HYPE
516 Educational sciences
112 Statistics and probability
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