Business and Professional Communication Quarterly Sep 2019

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

Benjamin Garner ; Mark Chan

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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Topics
curriculum design

Citation Context

Cited by in this index (1)

  1. Sharma et al. (2025)
    A Decade of <i>Business and Professional Communication Quarterly</i…
    Business and Professional Communication Quarterly

Cites in this index (7)

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    Business and Professional Communication Quarterly
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    Business and Professional Communication Quarterly
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    Business and Professional Communication Quarterly
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    Business and Professional Communication Quarterly
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CrossRef global citation count: 10 View in citation network →

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