This research aimed to redesign the flipped learning framework for Business students at undergraduate level. Flipped learning pedagogy appears to be increasingly popular overall the world in the last several years. However, these frameworks might be unsuitable for Business students at different levels. Therefore, we revisited the flipped learning frameworks and amended it according to quantitative and qualitative data received from our Business undergraduates from their last two years of flipped learning. With the possible disruption impact of digital technology on higher education for the next 10-15 years, the shape of business & management education can be dramatically different, as predicted by the Chartered Association of Business Schools (2019). We have tried to utilise these technologies (such as online video, quizzes, discussion forum, social media, integrated learning platforms) to delivery knowledge and information to allow students studying anytime and anywhere, but students' engagement was inconsistent among groups and throughout the year. Consequently, this research provides a new framework focuses on Business undergraduate students, and it can be used to facilitate module leaders to develop teaching plan and activities for students who may require higher level of personalised interactivities.
Sun, S., & Smith, M. (2019). REVISITING FLIPPED LEARNING FRAMEWORK – DISRUPTION AND CHANGES. In EDULEARN19 Proceedings (Vol. 1, pp. 3479–3483). IATED. https://doi.org/10.21125/edulearn.2019.0921