The authors discuss the application of the flipped classroom model to the redesign of an introduction to management course at a highly diverse, urban, Association to Advance Collegiate Schools of Business-accredited U.S. university. The author assessed the impact of a flipped classroom versus a lecture class on grades. Compared to the prior…

Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than the traditional lecture approach. In this study, a flipped classroom format was implemented and evaluated in the chemistry majors' sequence at Purdue University over a period of three years. What was formerly lecture…

This paper describes an innovative Principles of Marketing course design and delivery which matches learning and teaching styles, while reducing multi-section variation. Value co-creation is encouraged by instructors and students collaborating in the creation of customized learning experiences which facilitates both teaching style and learning…

Presents the results of a study comparing student reactions to and perceptions of learning in introductory public relations courses using a traditional lecture format and a Socratic approach. Finds significant differences in the two groups showing that students who received the Socratic instruction reported more opportunities in practicing their…

A study of 30 first-year medical students in a physiology course found that frequent evaluation had a profound negative effect on learning, with students adopting a surface reproductive approach geared to passing exams rather than integrating knowledge. Lectures and curriculum organization failed to affect student use and structure of knowledge.…

A study compared the performances of Wake Forest University (North Carolina) medical students rotating through an internal medicine program, 88 in a problem-based curriculum and 364 in a lecture-based curriculum. Students in the problem-based curriculum received significantly higher ratings from house staff and faculty on four clinical rating…