Flipping the ECON Class: Reconsidered
This paper examines the effectiveness of flipping the classroom by comparing exam performance in several microeconomics courses taught by the same instructor over the course of one academic year. Overall, we found mixed evidence regarding the effectiveness of exposing students to a flipped classroom environment. While flipping the class may improve exam scores after controlling for numerous independent variables, these results are not robust across specifications, and deeper analysis showed that certain groups of students were actually hurt by the classroom format change. Somewhat contrary to other research, our findings suggest that flipping the classroom puts more responsibility on students and some student subgroups do not handle this change effectively, though course design and other variables can also be relevant factors.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
By making research freely available, we help support the greater global exchange of knowledge. There are no article submission or processing charges. Each journal volume is preserved via the Walker Library's three level preservation methods including local and cloud storage. The author(s) retains/retain the copyright to the work, but grants the Journal the right to publish, display, and distribute the work in print and electronic format. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY-NC-ND 4.0 license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more information on this license go to https://creativecommons.org/licenses/by-nc-nd/4.0.