An Empirical Exploration of the Perceived Effectiveness of a ‘Flipped Classroom’ in a Business Communication Course

Main Article Content

Andrea Pérez
Jesús Collado
María del Mar García de los Salmones
Ángel Herrero
Héctor San Martín

Abstract

This paper explores a causal model, using Structural Equation Modelling (SEM), in order to understand how the perceived effectiveness of ‘flipped classroom’ and students’ satisfaction with this technique can be affected by students’ engagement in ‘flipped classroom’ activities as well as the complexity and task orientation of such activities. The findings of the study confirm that the perceived effectiveness of the ‘flipped classroom’ can be calculated by its contribution to the improvement of students’ general skills, knowledge and learning motivation. Students’ engagement in the ‘flipped classroom’ activities is the key factor influencing perceived effectiveness and students’ satisfaction, while the complexity and task orientation of the ‘flipped classroom’ also play a role in determining perceived effectiveness and satisfaction, although indirect and always mediated by engagement.

Downloads

Download data is not yet available.

Article Details

How to Cite
Pérez, A., Collado, J., del Mar García de los Salmones, M., Herrero, Ángel, & 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). https://doi.org/10.14434/josotl.v19i1.22842
Section
Articles