Document Type

Journal Article

Publication Title

International Journal of Management Education

Volume

20

Issue

1

Publisher

Elsevier

School

School of Business and Law

RAS ID

43667

Comments

This is an Authors Accepted Manuscript version of an article published by Elsevier at: 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), article 100614. https://doi.org/10.1016/j.ijme.2022.100614

Abstract

Flipped learning environments have found their way into business and entrepreneurship education. While most studies have found that flipped classrooms can enhance learning effectiveness, the instructors still struggle to implement flipped courses effectively. The instructors' and learners' low understanding of flipped learning benefits, in-class and out-of-class activities, its implementation challenges, and troubleshooting strategies are the issues that influence the implementation of the flipped classrooms. This article aims to enhance the understanding of these issues, especially to those new to the flipped classroom approach, by synthesising the current knowledge on the approach in business and entrepreneurship education using a systematic review approach. Starting from 785 articles, 30 studies on flipped classrooms in business and entrepreneurship were selected for the review following the guidelines of PRISMA. The study provides an overview of the benefits of flipped classrooms and the recommended in-class and out-of-class activities. We reviewed the challenges that learners and instructors may face in the flipped learning approach. Based on these insights, potential mitigation strategies were provided. The study contributes to the early-stage flipped classroom literature in business and entrepreneurship education by offering a comprehensive overview of flipped learning and future research directions.

DOI

10.1016/j.ijme.2022.100614

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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