Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses

Wen-Ling Shih · Chun‐Yen Tsai

144 citations0/0 files storedAustralasian Journal of Educational Technology

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Innovative Teaching Methods Problem and Project Based Learning Management and Marketing Education

Abstract

This study investigated students’ perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students’ perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students’ learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

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References

2010Designing and Conducting Mixed Methods Research 1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education 2012Flip Your Classroom: Reach Every Student in Every Class Every Day 2000Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment 2000A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING 2014The experience of three flipped classrooms in an urban university: an exploration of design principles 2006Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots 2016A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course

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