Is Flipped Classroom Effective on Higher Education for the Case of Economics?

Flipped classroom has received much attention as it might increase learning effectiveness and improve learning outcomes in higher education as well as in elementary, secondary education, and business education. In the author’s classes on economics, a blended class constitutes of flipped classroom and lecture, questionnaires and studying data, and outcome data were collected to evaluate the learners’ studies and to make a learning analytics system. This paper shows that a flipped classroom promotes the effectiveness of education, but it is difficult to promote active learning such as spontaneous incentives for study in some cases. Class planning and much more investigation are necessary and important. Flipped classrooms have recently been introduced in education. The flipped classroom is a reversed way of traditional teaching in which learners use materials outside of class, such as at home, usually in the form of videos or books, then perform their additional work, such as problem-solving, discussion, or debates, in the classroom (see, for example, Schmidt, Stancy, & Ralph, 2016; Strayer, 2012). Usually, video is used for preparing the class. Flipped classroom expansion increases opportunities for educators to produce more highquality online content, so classroom time can be used to engage learners or group learning. Learning management systems (LMS) and some related hardware and software improvements have been enhanced to assist educators to establish these classrooms (Bates, 2005). As flipped classrooms have received much attention, many studies have begun to be published. Nicholas (2008) estimated that 92.3% of students felt that problem-solving in flipped classrooms is useful. Prensky (2001) and Bergmann and Sams (2012) indicated that learners can develop skills and gain more understanding of the subjects being taught. Fitzpatrick (2012) discovered that flipped classrooms make a student-centered learning environment that increases technology usage and emphasizes collaboration among students. Milman (2012); Steed (2012); and Louhab, Ayoub, and Talea (2018) showed that learners can study at their own pace rather than listen to a video lecture on a subject that they already understand. Learners can view lectures on a PC but also on mobile devices whenever it is convenient to do so. Goodwin and Miller (2013) indicated that most educators who challenged this method found it useful, especially for educators with special needs and for learners in advanced levels. McLaughlin, Griffin, and Davidson (2013) showed that flipped classrooms encourage student empowerment, development, and engagement. Schneider, Wallace, Blikstein, and Pea (2013) indicated that learners who engage in open-ended exploration first demonstrated better performance than those who used traditional textbook materials first. Steen-Utheim and Foldnes (2018) found that students show a more positive learning experience and higher engagement in the flipped classroom than with only traditional lectures. The peer effect among learners is also expected. Positive learners can participate in classroom activities amid interactions with other learners. Mok (2014) reported the pros of flipped classrooms as learners may develop their opinions by seeing classroom videos as many times as required to prepare for class. Gilboy, Heinerichs, and Pazzaglia (2015) showed that most of the learners who completed the evaluation preferred flipped classrooms compared with traditional pedagogical strategies. Flipped classrooms should relate to active learning. Active learning classrooms include individual activities, paired activities, informal small groups, and cooperative student projects; however, the classrooms include many group activities such as conceptual mapping, brainstorming, collaborative writing, case-based instruction, cooperative learning, peer work, role-playing, simulation, project-based learning, and peer teaching. Teaching others is sometimes an effective way to learn. Steed (2012) found that moving away from lectures to more active learning methods may be beneficial to student outcomes. Bosch et al. (2008) showed that active learning methods, including collaboration and cooperation on the flipped classroom paradigm, are hallmarks of existing learner-centered teaching methods. However, Ash (2012) indicated that this method emphasizes an antiquated aspect of lecture. Goodwin and Miller (2013) showed that little rigorous research has been performed when evaluating the effects of this style of pedagogy. Findlay-Thompson and Mombourquette (2013) indicated that learners in flipped classrooms and those participating in traditional lecture classes have the same outcomes. Talbert (2012) showed that pitfalls of the flipped classroom include educators’ preparation time, learner resistance to taking on increased responsibilities for learning, and culture shock for learners who are accustomed to lecturestyle learning. Atteberry (2013) found that flipped classrooms may not result in any differences in learning outcomes; the study found no grade (outcome) differences in a comparison of the flipped classroom with the two other traditional-lecture style classes. Missildine, Fountain, Summers, and Gosselin (2013) discovered that flipped classrooms can result in improved learning but not necessarily improved learner satisfaction. Strayer (2007, 2012) indicated that learners who participated in flipped classrooms were less satisfied with the learning method than learners in the traditional classroom. Some learners were uncomfortable with group learning activities, and others were accustomed to the traditional method of doing assignments on their own. Some Japanese students feel the same way. Despite interest in the flipped classroom approach, no robust framework has been provided for the design (Chung, 2018). A blended class, which is half-flipped and half-lecture classroom, is used in my class. The use of the primary sources includes a bimodal collaborative teaching method as learners collaborate by sharing their thoughts prior to the class, and the beginning of the class incorporates a student-centered collaboration based on the primary sources. One possibility is a blended course that combines face-to-face interaction work with educational content delivery online (Garrison & Kanuka, 2004). This collaborative discussion on the primary sources may serve as the gateway to the meaningful topics discussion (Westermann, 2014). Crews and Butterfield (2014) indicated that the most positive impacts of learning are interaction in class discussions, group problems, and other types of active learning. Van Wyk (2018) revealed that flipped classroom digital pedagogy improved economics students’ academic performance and perceptions in an online open distance learning environment. One of the benefits of this alternative approach to flipped learning compared with the traditional classroom is that it relies on a deal of collaboration, but it still allows the use of significant class time for lectures and Socratic discussion, which is a critical element in the classic humanities canon of instruction. Davenport (2018) indicated that flipped classrooms improved students’ critical thinking skills. Also, in flipped classrooms, mandated study is emphasized over spontaneous study, so it seems dangerous to rely heavily on a flipped classroom. In some cases, it seems that mature learners are opposed to the flipped classroom as the other students’ attitude are not possible ones. Some students are quite passive. The instructor giving a quiz or checking notes at the start of the class is sometimes efficient and important. Theoretical Analysis Considering the above section, one of my classes is conducted with the following syllabus: Subject: International Financial Markets (2 units) Theme: International Financial Markets: Theory and Reality General explanation: International finance includes financial markets, exchange rates, international balance of payments, monetary and fiscal policies under the global economy, and so on. This class focuses on markets in the field of international finance. Theories of international financial markets are the main topic of this class; however, realistic aspects related to these theories are also examined. In every class, real phenomena are checked and discussed. Goal: Understanding basic theories of international finance and the real conditions of international financial markets Method of class: Blended class that uses a flipped classroom and lectures. Lectures include peer review, group work, practice by doing group discussion and demonstration, and teaching others. Class will become the place to solve problems, advance concepts, and engage in collaborative learning. Of course, you have to ask and answer many questions in this class for participation. Traditional lectures are provided using Socratic discussion. Content and schedule: