RT Journal Article
T1 Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes
A1 Aguilar Caro, Rocío
A1 Santana, Mónica
A1 Larrañeta, Bárbara
A1 Cuevas Rodríguez, Gloria
K1 Flipped learning
K1 Strategic management undergraduate course
K1 Motivated Strategies for Learning Questionnaire (MSLQ)
K1 Absenteeism
K1 Grades
AB 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.
PB Routledge Taylor & Francis Group
YR 2021
FD 2021
LK https://hdl.handle.net/10433/19686
UL https://hdl.handle.net/10433/19686
LA en
NO Rocio Aguilar, Mónica Santana, Barbara Larrañeta & Gloria Cuevas (2021) Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes, Scandinavian Journal of Educational Research, 65:6, 1081-1096, DOI: 10.1080/00313831.2020.1825524
NO Departamento de Organización de Empresas y Marketing. Universidad Pablo de Olavide.
DS RIO
RD May 22, 2026