Flipped Classroom: Effects on Education for the Case of Economics

Yutaka Kurihara

Aichi University, Department of Economics 4-60-6 Hiraike Nakamura Nagoya, Japan

DOI: https://doi.org/10.20448/journal.509/2016.3.2/509.2.65.71

Keywords: Active learning, Collaboration, Economics, Flipped classroom, Spontaneous study, University, Video.


The notion of the flipped classroom has been received much attention in the literature as it may increase learning outcomes and learning effectiveness elementary and secondary education as well as university learning. In the author’s class on international finance (economics) features a blended flipped classroom and lecture; questionnaires were used to collect learner data. Using principle component analysis, the effects of the flipped classroom are divided into two components: (1) challenge and growth and (2) understanding and quality. Also, it should be noted that the two components were not attained at the same time. A flipped classroom promotes education; however, it is difficult to attaining both components at the same time. To achieve a flipped classroom and active learning at one time seems an important but difficult task.


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