Business and Professional Communication Quarterly Sep 2019

Student Perceptions of Learning and Engagement in a Flipped Versus Lecture Course

Benjamin Garner University of North Georgia ; Mark Chan Shenandoah University

Abstract

Current literature suggests that students have equal or higher learning outcomes in a “flipped” classroom compared with a traditional lecture. However, there are few robust analyses of the flipped-class teaching method. This research uses a yearlong, quasiexperimental study across six sections of a business communication course to track student outcomes and perceptions of student engagement and learning. The results indicate that there were no significant differences between flipped and traditional classes across the learning and engagement variables in how students perceived these different conditions. However, the flipped condition produced better outcomes for oral and written assignments.

Journal
Business and Professional Communication Quarterly
Published
2019-09-01
DOI
10.1177/2329490619833173
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Open Access
Closed
Topics
teacher development professional writing
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Citation Context

Cited by in this index (1)

  1. Sharma et al. (2025)
    A Decade of Business and Professional Communication Quarterly : A PRISMA Guided…
    Business and Professional Communication Quarterly

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