Flipped classroom in financial accounting: analysis of student perception
DOI:
https://doi.org/10.35564/jmbe.2024.0003Keywords:
Blended Learning, Accounting Education, Higher Education, Flipped Classroom, GenderAbstract
In Higher Education and in Financial Accounting, we have designed an educational innovation, within a comprehensive learning approach, through the use of the "flipped classroom" methodology, "blended learning", e-rubrics, collaborative learning and self-assessment / Peer evaluation, guiding us towards a formative and shared evaluation, being implemented in "Financial Accounting III" during the 2020-2021 and 2021-2022 academic years. The purpose of this work is, within a «Design-Based Research» strategy, to explore the perception and satisfaction of the student with the «flipped classroom» methodology and if it differs according to the student's gender, an experience in the classroom where they participated 67 students, with a non-probabilistic sample of 39 students who completed the questionnaire hosted on the Moodle platform, an instrument with a reliability level of α= .940 (Cronbach's Alpha). For the analysis and discussion of the results, measures of central position and dispersion have been used, together with the Mann Whitney U statistic, showing the results a positive perception of the students towards the adopted methodology, without significant differences depending on their gender, a finding that provides support to higher education financial accounting professors interested in using the flipped classroom.
Downloads
References
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
https://doi.org/10.1080/07294360.2014.934336 DOI: https://doi.org/10.1080/07294360.2014.934336
Algarni, B., & Lortie‐Forgues, H. (2023). An evaluation of the impact of flipped‐classroom teaching on mathematics proficiency and self‐efficacy in Saudi Arabia. British Journal of Educational Technology, 54(1), 414-435. https://doi.org/10.1111/bjet.13250
https://doi.org/10.1111/bjet.13250 DOI: https://doi.org/10.1111/bjet.13250
Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. J. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment. New York: Routledge. Retrieved from: http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1007&context=nera_2010 [accessed September 2022]
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013
https://doi.org/10.1016/j.compedu.2018.09.013 DOI: https://doi.org/10.1016/j.compedu.2018.09.013
Awuor, N. O., Weng, C., & Militar, R. (2022). Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction. Computers & Education, 176, 1-12. https://doi.org/10.1016/j.compedu.2021.104357
https://doi.org/10.1016/j.compedu.2021.104357 DOI: https://doi.org/10.1016/j.compedu.2021.104357
Bachiller, P., & Badía, G. (2020). The flip teaching as tool to improving students' sustainable learning performance in a financial course. Sustainability, 12 (23), 9998. https://doi.org/10.3390/su12239998
https://doi.org/10.3390/su12239998 DOI: https://doi.org/10.3390/su12239998
Ballantine, J., & Larres, P. M. (2007). Cooperative learning: a pedagogy to improve students' generic skills? Education + Training, 49(2), 126-137. https://doi.org/10.1108/00400910710739487
https://doi.org/10.1108/00400910710739487 DOI: https://doi.org/10.1108/00400910710739487
Ballantine, J., & Larres, P. M. (2009). Accounting undergraduates' perceptions of cooperative learning as a model for enhancing their interpersonal and communication skills to interface successfully with professional accountancy education and training. Accounting Education: an international journal, 18(4-5), 387-402. http://dx.doi.org/10.1080/09639280902719366
https://doi.org/10.1080/09639280902719366 DOI: https://doi.org/10.1080/09639280902719366
Bergmann, J., & Sams, A. (2009). Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities. Learning & Leading with Technology, 36(4), 22-27.
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for "flipping out": A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21. https://doi.org/10.1016/j.nedt.2015.12.010
https://doi.org/10.1016/j.nedt.2015.12.010 DOI: https://doi.org/10.1016/j.nedt.2015.12.010
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and information Technologies, 21(6), 1465-1482.
https://doi.org/10.1007/s10639-015-9393-5 DOI: https://doi.org/10.1007/s10639-015-9393-5
Bohórquez Gómez-Millán, M. R., & Checa Esquiva, I. (2019). Desarrollo de competencias mediante ABP y evaluación con rúbricas en el trabajo en grupo en Educación Superior. REDU: Revista de Docencia Universitaria, 17(2), 197-210. https://doi.org/10.4995/redu.2019.9907
https://doi.org/10.4995/redu.2019.9907 DOI: https://doi.org/10.4995/redu.2019.9907
Bowden, J., & Marton, F. (2012). La Universidad. Un espacio para el aprendizaje. Madrid: Narcea.
Calvo Centeno, M. E., Espín Ocampo, J., Peset González, M. J., & Ruiz González, M. (2020). Implementación de la Agenda 2030 a través de un proyecto de investigación-acción aplicando la metodología flipped classroom. Comillas Journal of International Relations, (19), 51-71. https://doi.org/10.14422/cir.i19.y2020.004
https://doi.org/10.14422/cir.i19.y2020.004 DOI: https://doi.org/10.14422/cir.i19.y2020.004
Cano, E. (Ed.) (2012). Aprobar o aprender. Estrategias de evaluación en la sociedad red. Barcelona: Laboratori de Mitjans Interactius.
Chandra, V., & Fisher, D. L. (2009). Students' perceptions of a blended web-based learning environment. Learning Environments Research, 12(1), 31-44. https://doi.org/10.1007/s10984-008-9051-6
https://doi.org/10.1007/s10984-008-9051-6 DOI: https://doi.org/10.1007/s10984-008-9051-6
Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y., & Chee, P. Y. (2018). Academic outcomes of flipped classroom learning: A meta-analysis. Medical Education, 52(9), 910-924. https://doi.org/10.1111/medu.13616
https://doi.org/10.1111/medu.13616 DOI: https://doi.org/10.1111/medu.13616
Chen, M. A., & Hwang, G. (2020). Effects of a concept mapping-based flipped learning approach on EFL students' English-speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817-834. https://doi.org/10.1111/bjet.12887
https://doi.org/10.1111/bjet.12887 DOI: https://doi.org/10.1111/bjet.12887
Cho, Y. H., & Cho, K. (2011). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629-643. https://doi.org/10.1007/s11251-010-9146-1
https://doi.org/10.1007/s11251-010-9146-1 DOI: https://doi.org/10.1007/s11251-010-9146-1
Ciudad-Gómez, A. (2017). Diseño y análisis de un modelo de evaluación por competencias en Educación Superior aplicado al área de Contabilidad en modalidad «Blended Learning». [Tesis doctoral, Universidad de Extremadura]. Repositorio institucional de la Universidad de Extremadura http://hdl.handle.net/10662/6028
Ciudad-Gómez, A., Lucas-Tobajas, A. B., & González-Pulido, P (2019). Metodología «flipped classroom» en derecho administrativo: la percepción de los estudiantes universitarios. En Belmonte Ureña, L. J., Gázquez Linares, J. L., Simón Márquez, M. M., Soriano Sánchez, J. G., Oropesa Ruiz, N. F., Martos Martínez, A., Barragán Martí, A. B. (Eds) "Innovación Docente e Investigación en Ciencias Sociales Económicas y Jurídicas". Dykinson. Madrid.
Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: Wiley.
Coufal, K. (2014). Flipped learning instructional model: Perceptions of video delivery to support engagement in eighth grade math (Unpublished doctoral dissertation). Lamar University, Beaumont.
Cuenca, P., García, S., Férriz, A., & Tortosa, J. (2021). Análisis comparativo de los perfiles motivacionales y el Estado de Flow entre una metodología tradicional y la metodología Flipped Classroom en estudiantes de Educación Física. Retos: nuevas tendencias en educación física, deporte y recreación, 39, 338-344. https://doi.org/10.47197/retos.v0i39.78574
https://doi.org/10.47197/retos.v0i39.78574 DOI: https://doi.org/10.47197/retos.v0i39.78574
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580. https://doi.org/10.1007/s11423-013-9305-6
https://doi.org/10.1007/s11423-013-9305-6 DOI: https://doi.org/10.1007/s11423-013-9305-6
Duxbury, T., Gainor, M., & Trifts, J. (2016). Increasing active learning in accounting and finance by flipping the classroom. Journal of the Academy of Business Education, 17, 35-51.
Fang, J., Vong, J., & Fang, J. (2021). Exploring student engagement in fully flipped classroom pedagogy: Case of an Australian business undergraduate degree. The Journal of Education for Business, 97 (2), 76-85. https://doi.org/10.1080/08832323.2021.1890539
https://doi.org/10.1080/08832323.2021.1890539 DOI: https://doi.org/10.1080/08832323.2021.1890539
Farrell, B. J., & Farrell, H. M. (2008). Student satisfaction with cooperative learning in an Accounting curriculum. Journal of University Teaching & Learning Practice, 5(2), 39-54. Retrieved from: https://eric.ed.gov/?id=EJ1105433 [accessed September 2022].
https://doi.org/10.53761/1.5.2.4 DOI: https://doi.org/10.53761/1.5.2.4
Fornons Jou, V., & Palau Martín, R. (2021). Flipped Classroom in the teaching of Mathematics: a systematic review. Education in the knowledge society: Education in the knowledge society (EKS), 22; 11-20. https://doi.org/10.14201/eks.24409
https://doi.org/10.14201/eks.24409 DOI: https://doi.org/10.14201/eks.24409
Fraile Ruiz, J., Pardo, R., & Panadero, E. (2017). ¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa? Revista complutense de educación, 28(4), 1321-1334. http://dx.doi.org/10.5209/RCED.51915
https://doi.org/10.5209/RCED.51915 DOI: https://doi.org/10.5209/RCED.51915
Francl, T. J. (2014). Is flipped learning appropriate? Journal of Research in Innovative Teaching, 7(1), 119-167.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410-8415. https://doi.org/10.1073/pnas.1319030111
https://doi.org/10.1073/pnas.1319030111 DOI: https://doi.org/10.1073/pnas.1319030111
Gallego Arrufat, M. J., & Raposo Rivas, M. (2014). Compromiso del estudiante y percepción del proceso evaluador basado en rúbricas. REDU: Revista de Docencia Universitaria, 12(1), 197-215. https://doi.org/10.4995/redu.2014.6423
https://doi.org/10.4995/redu.2014.6423 DOI: https://doi.org/10.4995/redu.2014.6423
George, D. & Mallery, P. (2020) IBM SPSS Statistics 26 Step by Step: A Simple Guide and Reference. Routledge. Taylor & Francis. Sixteenth edition New York USA.
https://doi.org/10.4324/9780429056765 DOI: https://doi.org/10.4324/9780429056765
Gosálbez-Carpena, P. A.; García-Martínez, S.; García-Jaén, M.; 0sterlie, O.; & Ferriz-Valero, A. (2022). Aplicación metodológica Flipped Classroom y Educación Física en enseñanza no universitaria: una revisión sistemática. Journal of Sport and Health Research. 14(2):171-186. https://doi.org/10.58727/jshr.94694
https://doi.org/10.58727/jshr.94694 DOI: https://doi.org/10.58727/jshr.94694
Graham, K.L., Cohen, A., Reynolds, E.E., & Huang, G.C. (2019). Effect of a Flipped Classroom on Knowledge Acquisition and Retention in an Internal Medicine Residency Program. Journal of Graduate Medical Education, 11(1), 92-97. https://doi.org/10.4300/JGME-D-18-00536.1
https://doi.org/10.4300/JGME-D-18-00536.1 DOI: https://doi.org/10.4300/JGME-D-18-00536.1
Halonen, J. S., Bosack, T., Clay, S., McCarthy, M., Dunn, D. S., Hill IV, G. W., … Whitlock, K. (2003). A Rubric for Learning, Teaching, and Assessing Scientific Inquiry in Psychology. Teaching of Psychology, 30(3), 196. https://doi.org/10.1207/S15328023TOP3003_01
https://doi.org/10.1207/S15328023TOP3003_01 DOI: https://doi.org/10.1207/S15328023TOP3003_01
Hernández-Nanclares, N., & Pérez-Rodríguez, M. (2016). Students' Satisfaction with a Blended Instructional Design: The Potential of "Flipped Classroom" in Higher Education. Journal of Interactive Media in Education, 4 (1), 1-12. http://dx.doi.org/10.5334/jime.397
https://doi.org/10.5334/jime.397 DOI: https://doi.org/10.5334/jime.397
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 1-12. https://doi.org/10.1186/s12909-018-1144-z
https://doi.org/10.1186/s12909-018-1144-z DOI: https://doi.org/10.1186/s12909-018-1144-z
Johnson, D. W., & Johnson, R. T. (2014). Cooperative Learning in 21st Century. Anales de psicología, 30(3), 841-851. http://dx.doi.org/10.6018/analesps.30.3.201241
https://doi.org/10.6018/analesps.30.3.201241 DOI: https://doi.org/10.6018/analesps.30.3.201241
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
https://doi.org/10.1016/j.edurev.2007.05.002 DOI: https://doi.org/10.1016/j.edurev.2007.05.002
Jung, H., Park, S. W., Kim, H. S., & Park, J. (2021). The effects of the regulated learning-supported flipped classroom on student performance. Journal of Computing in Higher Education, 34, 132-153. https://doi.org/10.1007/s12528-021-09284-0
https://doi.org/10.1007/s12528-021-09284-0 DOI: https://doi.org/10.1007/s12528-021-09284-0
Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411. https://doi.org/10.1111/bjet.12548
https://doi.org/10.1111/bjet.12548 DOI: https://doi.org/10.1111/bjet.12548
Kennedy-Clark, S. (2013). Research by design: Design-based research and the higher degree research student. Journal of Learning Design, 6(2), 26-32. https://www.jld.edu.au/article/view/128/131 [accessed July 2022].
https://doi.org/10.5204/jld.v6i2.128 DOI: https://doi.org/10.5204/jld.v6i2.128
Koo, C. L., Demps, E. L., Farris, C., Bowman, J. D., Panahi, L., & Boyle, P. (2016). Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. American journal of pharmaceutical education, 80(2). https://doi.org/10.5688/ajpe80233
https://doi.org/10.5688/ajpe80233 DOI: https://doi.org/10.5688/ajpe80233
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133-149. https://doi.org/10.1016/j.edurev.2013.02.002
https://doi.org/10.1016/j.edurev.2013.02.002 DOI: https://doi.org/10.1016/j.edurev.2013.02.002
Lancaster, K. A., & Strand, C. A. (2001). Using the team-learning model in a managerial accounting class: An experiment in cooperative learning. Issues in Accounting Education, 16(4), 549-567. http://dx.doi.org/10.2308/iace.2001.16.4.549
https://doi.org/10.2308/iace.2001.16.4.549 DOI: https://doi.org/10.2308/iace.2001.16.4.549
Li, L., Liu, X., & Steckelberg, A. L. (2010). Assessor or assessee: How student learning improves by giving and receiving peer feedback. British Journal of Educational Technology, 41(3), 525-536. https://doi.org/10.1111/j.1467-8535.2009.00968.x
https://doi.org/10.1111/j.1467-8535.2009.00968.x DOI: https://doi.org/10.1111/j.1467-8535.2009.00968.x
Ling, E., Li, C., & Deni, A. (november, 2019). Promoting student engagement using flipped classroom in large introductory financial accounting class. In Proceedings of the ICEEL 2019 3rd International Conference on Education and E-Learning, Barcelona, Spain, 5-7 November 2019; pp. 61-66. https://doi.org/10.1145/3371647.3371658
https://doi.org/10.1145/3371647.3371658 DOI: https://doi.org/10.1145/3371647.3371658
Lo, C. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research. Journal of Engineering Education, 108 (4), 523-546. https://doi.org/10.1002/jee.20293
https://doi.org/10.1002/jee.20293 DOI: https://doi.org/10.1002/jee.20293
Lo, C. K., & Hew, K. F. (2021). Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 37(1), 142-157. https://doi.org/10.1111/jcal.12474
https://doi.org/10.1111/jcal.12474 DOI: https://doi.org/10.1111/jcal.12474
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. https://doi.org/10.1016/j.edurev.2017.08.002
https://doi.org/10.1016/j.edurev.2017.08.002 DOI: https://doi.org/10.1016/j.edurev.2017.08.002
Martín-Peña, M.L.; Díaz-Garrido, E.; Sánchez-López, J.M; & García-Magro, C. (2023) Flipped classroom as a methodology for acquiring skills in sustainability in the subject Production Management: an assessment of the students. Journal of Management and Business Education, 6(s), 529-546. https://doi.org/10.35564/jmbe.2023.0028
https://doi.org/10.35564/jmbe.2023.00028 DOI: https://doi.org/10.35564/jmbe.2023.00028
Meheta, N., B., Hull, A., L., Young, J., B., Stoller, J., K. (2013). Just imagine: New paradigms for medical education. Academic Medicine, 88 (10), 1418-1423. https://doi.org/10.1097/ACM.0b013e3182a36a07
https://doi.org/10.1097/ACM.0b013e3182a36a07 DOI: https://doi.org/10.1097/ACM.0b013e3182a36a07
Mengual-Andrés, S., López Belmonte, J., Fuentes Cabrera, A., & Pozo Sánchez, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educación XX1: Revista de la Facultad de Educación, 23(1), 75-101. https://doi.org/10.5944/educxx1.23840
https://doi.org/10.5944/educxx1.23840 DOI: https://doi.org/10.5944/educxx1.23840
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. https://doi.org/10.3928/01484834-20130919-03
https://doi.org/10.3928/01484834-20130919-03 DOI: https://doi.org/10.3928/01484834-20130919-03
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
https://doi.org/10.1016/j.iheduc.2015.02.002 DOI: https://doi.org/10.1016/j.iheduc.2015.02.002
Osgerby, J. (2013). Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study. Accounting Education, 22(1), 85-99. https://doi.org/10.1080/09639284.2012.729341
https://doi.org/10.1080/09639284.2012.729341 DOI: https://doi.org/10.1080/09639284.2012.729341
Owston, R., York, D. N., & Malhotra, T. (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29-45. https://doi.org/10.14742/ajet.4310
https://doi.org/10.14742/ajet.4310 DOI: https://doi.org/10.14742/ajet.4310
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited. Educational Research Review, 9 (0), 129-144. https://doi.org/10.1016/j.edurev.2013.01.002
https://doi.org/10.1016/j.edurev.2013.01.002 DOI: https://doi.org/10.1016/j.edurev.2013.01.002
Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806-813. https://doi.org/10.1016/j.lindif.2012.04.007
https://doi.org/10.1016/j.lindif.2012.04.007 DOI: https://doi.org/10.1016/j.lindif.2012.04.007
Paz-Gil, I. Macías, A.; Orden-Cruz, C.; & Díaz-Iglesias, S. (2019) Grado de aceptación de los estudiantes del uso de la prensa como herramienta de aprendizaje activo. Journal of Management and Business Education, 2(2), 87-107. https://doi.org/10.35564/jmbe.2019.0009
https://doi.org/10.35564/jmbe.2019.0009 DOI: https://doi.org/10.35564/jmbe.2019.0009
Pérez, A., Collado, J., García, M., Herrero, Á., & San Martín, H. (2019). An Empirical Exploration of the Perceived Effectiveness of a "Flipped Classroom" in a Business Communication Course. Journal of the Scholarship of Teaching and Learning, 19(2), 47-65. https://doi.org/10.14434/josotl.v19i1.22842
https://doi.org/10.14434/josotl.v19i1.22842 DOI: https://doi.org/10.14434/josotl.v19i1.22842
Phillips, C. & O'Flaherty, J. (2019). Evaluating nursing students' engagement in an online course using flipped virtual classrooms. Student Success, 10(1), 59-71. https://doi.org/10.5204/ssj.v10i1.1098
https://doi.org/10.5204/ssj.v10i1.1098 DOI: https://doi.org/10.5204/ssj.v10i1.1098
Prieto, A., Barbarroja, J., Álvarez, S. Á., & Almuzara, A. C. (2021). Eficacia del modelo de aula invertida (flipped classroom) en la enseñanza universitaria: Una síntesis de las mejores evidencias. Revista de educación, 391, 149-177. https://doi.org/10.4438/1988-592X-RE-2021-391-476
Puzio, K., & Colby, G. T. (2013). Cooperative learning and literacy: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(4), 339-360. https://doi.org/10.1080/19345747.2013.775683
https://doi.org/10.1080/19345747.2013.775683 DOI: https://doi.org/10.1080/19345747.2013.775683
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2019). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103701
https://doi.org/10.1016/j.compedu.2019.103701 DOI: https://doi.org/10.1016/j.compedu.2019.103701
Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
https://doi.org/10.1080/02602930902862859 DOI: https://doi.org/10.1080/02602930902862859
Reeves, T. C. (2006). Design research from the technology perspective. In Van den Akker, J. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 86-109). London: Routledge. Retrieved from http://www.fi.uu.nl/publicaties/literatuur/EducationalDesignResearch.pdf [accessed May 2022].
Reynolds-Keefer, L. (2010). Rubric-Referenced Assessment in Teacher Preparation: An Opportunity to Learn by Using. Practical Assessment, Research & Evaluation, 15(8), 1-9. https://doi.org/10.7275/psk5-mf68
Rodríguez, G., Ibarra, M., & García, E. (2013). Autoevaluación, evaluación entre iguales y coevaluación: conceptualización y práctica en las universidades españolas. Revista de investigación en educación, 2(11), 198-210. Retrieved from http://hdl.handle.net/11441/68957 [accessed December 2022].
Senali, M. G., Iranmanesh, M., Ghobakhloo, M., Gengatharen, D., Tseng, M. L., & Nilsashi, M. (2022). Flipped classroom in business and entrepreneurship education: A systematic review and future research agenda. The International Journal of Management Education, 20(1). https://doi.org/10.1016/j.ijme.2022.100614
https://doi.org/10.1016/j.ijme.2022.100614 DOI: https://doi.org/10.1016/j.ijme.2022.100614
Serna, M., & Bergman, M. E. (2014). Evaluación formativa mediante e-rúbricas: Aproximación al estado del arte. REDU: Revista de Docencia Universitaria, 12(1), 23-29. https://doi.org/10.4995/redu.2014.6427 DOI: https://doi.org/10.4995/redu.2014.6409
https://doi.org/10.4995/redu.2014.6427 DOI: https://doi.org/10.4995/redu.2014.6427
Shi, Y., Ma, Y., MacLeod, J., & Hao Yang, H. (2020). College students' cognitive learning outcomes in flipped classroom instruction: a meta‑analysis of the empirical literature. J. Comput. Educ. 7, 79-103 (2020). https://doi.org/10.1007/s40692-019-00142-8
https://doi.org/10.1007/s40692-019-00142-8 DOI: https://doi.org/10.1007/s40692-019-00142-8
Sousa Santos, S., Peset González, M. J., & Muñoz Sepulveda, J. Á. (2021). La enseñanza híbrida mediante flipped classroom en la educación superior. Revista de educación, 391, 123-147. https://doi.org/10.4438/1988-592X-RE-2021-391-473
Sullivan, J. M. (2022). Flipping the classroom: An innovative approach to graduate nursing education. Journal of Professional Nursing, 38, 40-44. https://doi.org/10.1016/j.profnurs.2021.11.005
https://doi.org/10.1016/j.profnurs.2021.11.005 DOI: https://doi.org/10.1016/j.profnurs.2021.11.005
Sung, Y.-T., Yang, J.-M., & Lee, H.-Y. (2017). The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational Research, 87(4), 768-805. https://doi.org/10.3102/0034654317704307
https://doi.org/10.3102/0034654317704307 DOI: https://doi.org/10.3102/0034654317704307
Tan, C., Yue, W.-G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192-200. https://doi.org/10.1016/j.cnre.2017.10.006
https://doi.org/10.1016/j.cnre.2017.10.006 DOI: https://doi.org/10.1016/j.cnre.2017.10.006
Thai, N.T.T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003
https://doi.org/10.1016/j.compedu.2017.01.003 DOI: https://doi.org/10.1016/j.compedu.2017.01.003
Tourón, J. & Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela. Revista de Educación, 368, 196-231. http://doi.org/10.4438/1988-592X-RE-2015-368-288
Tse, W.S., Choi, L.Y., & Tang, W.S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398. https://doi.org/10.1111/bjet.12569
https://doi.org/10.1111/bjet.12569 DOI: https://doi.org/10.1111/bjet.12569
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. https://doi.org/10.1080/09588221.2019.1584117
https://doi.org/10.1080/09588221.2019.1584117 DOI: https://doi.org/10.1080/09588221.2019.1584117
Valverde-Berrocoso, J., & Ciudad-Gómez, A. (2014). El uso de e-rúbricas para la eva¬luación de competencias en estudiantes universitarios: Estudio sobre viabilidad del instrumento. REDU: Revista de Docencia Universitaria, 12(1), 49-79. https://doi.org/10.4995/redu.2014.6415
https://doi.org/10.4995/redu.2014.6415 DOI: https://doi.org/10.4995/redu.2014.6415
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.05.003
https://doi.org/10.1016/j.edurev.2019.05.003 DOI: https://doi.org/10.1016/j.edurev.2019.05.003
Velasco-Martínez, L. C, & Tójar-Hurtado, J. C. (2018). Uso de rúbricas en educación superior y evaluación de competencias. Profesorado: Revista de curriculum y formación del profesorado, 22(3), 183-208. [http://hdl.handle.net/10481/53264]
https://doi.org/10.30827/profesorado.v22i3.7998 DOI: https://doi.org/10.30827/profesorado.v22i3.7998
Wademan, M. R. (2005). Utilizing development research to guide people capability maturity model adoption considerations. Doctoral dissertation. Syracuse: Syracuse University. Dissertation Abstracts International, 67-01A, 434. (UMI No. 3205587). Retrieved from http://surface.syr.edu/idde_etd/12/ [accessed May 2022].
Barba-Aragon, M. I. (2018). Efectos de la autoevaluación y de la evaluación 360º en el proceso de enseñanza-aprendizaje. Journal of Management and Business Education, 1(3), 226-239
https://doi.org/10.35564/jmbe.2018.0016 DOI: https://doi.org/10.35564/jmbe.2018.0016
Ward, M., Knowlton, M. C., & Laney, C. W. (2018). The flip side of traditional nursing education: A literature review. Nurse Education in Practice, 29(July 2017), 163-171. https://doi.org/10.1016/j.nepr.2018.01.003
https://doi.org/10.1016/j.nepr.2018.01.003 DOI: https://doi.org/10.1016/j.nepr.2018.01.003
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Management and Business Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License terms at: https://creativecommons.org/licenses/by-nc/4.0/legalcode
