Overview: As student-centred pedagogical methods have
increasingly gained attention in recent years, the COVID-19 pandemic has
accelerated the adoption of flexible and online delivery modes, making the
investigation of the flipped classroom approach in business education timely
and relevant. The present study represents a systematic review of the impact of
flipped classes on the effectiveness of business education, with a focus on the
perspectives of learners. The primary objective of this systematic review is to
assess the use of the flipped classroom model in business education and
evaluate its associated pedagogical outcomes. By examining the experiences and
opinions of business learners in this regard, this study aims to contribute to
the ongoing discourse surrounding the effectiveness of student-centred teaching
approaches in enhancing engagement, motivation, and academic performance in
business education. Review Methods: After screening for
inclusion/exclusion criteria, each paper was evaluated using a critical
appraisal tool. Data extraction and analysis were completed on all included
studies. Results: This systematic review screened 43 titles and
abstracts, resulting in eight included studies. The themes identified were
academic performance outcomes, simulation as part of the flipped class method, formative and summative, engagement
and student satisfaction implementing the flipped classroom. All authors critically
appraised the quality of the included
studies.Conclusions: Using
the flipped classroom in higher education business programmes yielded positive
academic
outcomes yet resulted in some challenges. Flipped classroom approach holds
significant potential to transform business education by providing a
student-centred approach that better prepares students to apply their learning
in practice.Moreover, the efficacy of the flipped
classroom approach
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