%0 Journal Article
%A Aguilar Caro, Rocío
%A Santana, Mónica
%A Larrañeta, Bárbara
%A Cuevas Rodríguez, Gloria
%T Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes
%D 2021
%U https://hdl.handle.net/10433/19686
%X This study aims to shed more light on our understanding of the learningconsequences of an emerging pedagogical approach to teaching: theflipped classroom. This approach proposes a change of paradigm inwhich students are expected to assimilate concepts prior to attendingclasses with the objective of dedicating class time to the completion ofactivities that put those concepts into practice. Building on a sample of219 undergraduate University students from Pablo de OlavideUniversity enrolled on a course in Strategic Management, we comparestudents taught using a traditional teaching format (control group) withstudents taught using a flipped classroom format (experimental group).Our results show that the implementation of the flipped learningmethod has a significant impact on three important learning outcomes:(1) it increases the student’s intrinsic motivation for the topic understudy; (2) it results in higher exam grades; and (3) it reduces absenteeism.
%K Flipped learning
%K Strategic management undergraduate course
%K Motivated Strategies for Learning Questionnaire (MSLQ)
%K Absenteeism
%K Grades
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