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Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Student Perceptions of the Flipped Classroom:
An Evaluation of Hybrid Pedagogy in the Marketing Classroom
Author(s): Kimberly Judson, Timothy W. Aurand
Citation: Kimberly Judson, Timothy W. Aurand, (2021) "Student Perceptions of the Flipped Classroom: An Evaluation of Hybrid Pedagogy in the Marketing Classroom," Journal of Higher Education Theory and Practice, Vol. 21, ss. 5, pp. 13-26
Article Type: Research paper
Publisher: North American Business Press
Abstract:
The hybrid, or flipped, classroom is a pedagogical alternative aimed to increase student engagement and subsequent educational outcomes. A qualitative study involving marketing students who had significant involvement with the flipped classroom setting finds students are accepting of the pedagogy, demonstrate limited anxiety with its implementation, appreciate the inherent flexibility offered by the format, find classroom engagement to be enhanced, and value the use of e-books which are commonly incorporated with the teaching method. However, student opinions regarding the level of learning that takes in the flipped classroom do not closely align with other student insights.
