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dc.contributor.authorNicholas, Christopher
dc.date.accessioned2022-11-01T14:45:02Z
dc.date.available2022-11-01T14:45:02Z
dc.date.issued2021
dc.identifier.citationNicholas , C 2021 , ' Teaching Considerations for Implementing a Flipped Classroom Approach in Postgraduate Studies: the case of MBA ' Blended Learning in Practice , vol. Spring 2021 , pp. 67- 80 . < https://www.herts.ac.uk/__data/assets/pdf_file/0015/332340/BLiP-Spring-2021-Final.pdf >
dc.identifier.otherPURE: 32102616
dc.identifier.otherPURE UUID: 51668895-162f-46c1-9d30-fabde4e2d787
dc.identifier.otherORCID: /0000-0002-2314-7924/work/122156190
dc.identifier.urihttp://hdl.handle.net/2299/25856
dc.descriptionThis is an open access article distributed under the Creative Commons Attribution License, to view a copy of the license, see: https://creativecommons.org/licenses/by/4.0/
dc.description.abstractHigher education is increasing its focus on delivering student centred learning which can be achieved through the flipped classroom. As a teaching practice, the flipped classroom provides lecture material online pre-class, and then utilises the class time to facilitate higher level learning. Achievement of higher-level learning has, however, been shown to be to the level of academic study and the subject area. Therefore, further application of the flipped classroom practice in a variety of academic study levels and subject areas will aid the establishment of ‘best practice’. This paper will use a systematic literature review to (1) draw conclusions on the effectiveness of the flipped classroom in postgraduate settings, and (2) provide guidance on the establishment of ‘best practice’ for the Master of Business Administration (MBA). Review of the literature revealed 12 publications within past three years on MBA flipped classrooms, this demonstrates limited research on flipped classrooms in MBA courses. Results showed increased student satisfaction in flipped classrooms and some evidence of improvement performance, but more research was needed. Any advantages of the flipped classroom can only be achieved if the assessment and content (inside and outside the classroom) are aligned. Furthermore, an emphasis on active learning is important which can be achieved through real world problem solving and peer-to-peer learning.en
dc.format.extent14
dc.language.isoeng
dc.publisherUniversity of Hertfordshire
dc.relation.ispartofBlended Learning in Practice
dc.titleTeaching Considerations for Implementing a Flipped Classroom Approach in Postgraduate Studies: the case of MBAen
dc.contributor.institutionHertfordshire Business School
dc.contributor.institutionOrganisation, Markets and Policy Research Group
dc.identifier.urlhttps://www.herts.ac.uk/__data/assets/pdf_file/0015/332340/BLiP-Spring-2021-Final.pdf
rioxxterms.versionVoR
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue


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