Partial Flipped Classroom Approach and Student Engagement in the Classroom

Evidence from a UK University

Abstract

We explore the association between students’ pre-class online learning and their perceptions of in-person class engagement preparedness at a UK University. The introduction of a partial-flipped classroom (PFC) approach in a second-year intermediate management accounting module provided the research setting. We used a questionnaire to collect data and employed statistical and qualitative data analysis techniques. We find that students who engaged with the pre-class online learning tended to engage more with the in-person learning materials/activities, and perceived a significant link between learning content and outcomes. We also find that students’ perception of the PFC may be influenced by the nature/extent of their engagement with the approach, fee status, and less likely to be influenced by age or gender. Our paper contributes to the PFC literature by providing exploratory evidence on the association between pre-class online learning and student engagement in subsequent in-person class learning.