Teaching considerations for implementing a flipped classroom approach in postgraduate studies: the case of M BA

Higher 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 t o (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. Abstract Engineering is a practical discipline and laboratory work is a fundamental necessity of engineering curricula and majority of engineering modules run by universities have significant elements of practical work embedded in them (Feisel et al 2005 and Rathod et al, 2016). It provides an active learning avenue that provides students with hands-on experience to support and strengthen in-lecture learning by enhancing the student's understanding of theoretical concepts (Nikolic, 2015). Laboratory safety is an important and continuous focus within academic institutions where a lack or lapse could sometime lead to serious or even fatal consequences. Using Quick Response Codes (QR Codes), students can access, on-demand, the necessary training and safety instructions for them to use specialised engineering equipment and/or carry out specially designed procedures, imbuing them with specific knowledge to execute laboratory activities confidently and securely. Mobile devices in teaching have been a topical issue and the use of QR codes aims to create an independent learner through the engagement using personal technology like smartphones and tablets with the intention of improve the level of engagement during active laboratory activities by using a medium that the students are au fait with. This paper outlines the delivery method used in the implementation of QR codes within 1 st year engineering laboratories to aid basic safety training for engineering practical activities. It also discusses the potential use of QR codes in engineering laboratories to deliver on-demand information and capture training needs at the time and location that is required.