A flipped learning approach to managerial competency development : does interactivity with peers and instructor affect learning effectiveness

Abstract

The use of a flipped learning approach has received increasing attention in higher education. Yet, we still know little about the influence of using a flipped learning approach on managerial competency development. Our survey findings show that students generally have more confidence in managerial competencies upon completion of a student-directed experiential learning project, whereby sensitivity and flexibility are ranked at the top. This study also shows that flipped learning enables students to have more interactivity with their peers and instructor, resulting in learning effectiveness. Furthermore, the effects of interactivity with peers and instructor on learning effectiveness are contingent upon whether project requirements are made salient.