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Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course

Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course

Wenlong Zhu, Wenjing Xie
Copyright: © 2018 |Volume: 16 |Issue: 1 |Pages: 11
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522542407|DOI: 10.4018/IJDET.2018010103
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MLA

Zhu, Wenlong, and Wenjing Xie. "Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course." IJDET vol.16, no.1 2018: pp.45-55. http://doi.org/10.4018/IJDET.2018010103

APA

Zhu, W. & Xie, W. (2018). Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course. International Journal of Distance Education Technologies (IJDET), 16(1), 45-55. http://doi.org/10.4018/IJDET.2018010103

Chicago

Zhu, Wenlong, and Wenjing Xie. "Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course," International Journal of Distance Education Technologies (IJDET) 16, no.1: 45-55. http://doi.org/10.4018/IJDET.2018010103

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Abstract

Flipped classroom provides the new ideas and ways for the innovation of university pedagogical mode. Nowadays instructors may apply this new approach to liberal arts majors in university class in order to make up for the problems of low instructional effects in traditional teaching method. From the subjective and objective perspectives, this research analyzes experimentally the similarities and differences of instructional effects among traditional teaching method, semi-flipped classroom approach and full flipped classroom approach in electronic business course in university. The results show that two kinds of flipped classroom approaches can produce better instructional effects relative to traditional teaching method. Moreover, semi-flipped classroom approach is more suitable for liberal arts specialties in university compared to full flipped classroom approach. Lastly, flipped classroom approach only achieves its instructional effects after a period of time.

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