TITLE:
Flipped Classroom for Finance Students: Participative Learning and Flexible Assessment
AUTHORS:
Sheeba Kapil
KEYWORDS:
Flipped Classroom, Valuation, Flipped Learning, Excel Spreadsheet, Participative Learning, Flexible Assessment
JOURNAL NAME:
Theoretical Economics Letters,
Vol.9 No.8,
December
2,
2019
ABSTRACT: Flipped classrooms are all about flexible teaching
and learning in higher education and require flexible assessment components
along with flexible teaching. The study aimed at understanding the effect of
student interaction, engagement in flipped classroom on student knowledge,
skill and attitude towards the subject finance, topic business valuation.
Accounting and finance subjects require a sharp focus on pedagogy and
learning approaches. Finance is a core fundamental subject in higher education
like MBA that creates base for further
advance learning and knowledge application. A pre-test and post-test design
were carried out with sample t-test and
linear regression model. The study created two groups flipped and non-flipped
classroom using 2 E-learning cycles in a
Finance class of MBA first trimester students. The result showed that learning
was better in flipped classroom. The student satisfaction level was
also better. Both classrooms showed good learning with active learning approach and active instructor participation.
Outside the classroom students shared
that had engaging experience with teaching as well as flexible assessment through more choices
and preferences. The limiting factor was that flipped classroom teaching lacked
institution support and confidence. Both
flipped classroom and flexible evaluation are missing from curriculum design and evaluation process. The
aim of this paper was to provide quantitative and controlled data about the
effectiveness of flipped classroom learning.