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Abstract

Marketing instructors have traditionally sought to use experiential and active learning methods in their teaching. The flipped classroom is a learner-centered innovative pedagogical approach that moves the delivery of class material outside the classroom to focus on collaborative activities during class sessions. This qualitative exploratory research aims at understanding how students perceive their experi ence and the outcome of flipped classroom marketing courses in two Swiss universities. The analysis shows mixed results depending on the student population involved, as well as on the format of the preparatory material provided.

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