Document Type
Conference Proceeding
Conference Track
Marketing Education/ The Dynamic Business School
Publication Date
2017
Abstract
This study examines the possible impact of engagement and self-pacing on student learning in a flipped classroom environment. Survey responses from 33 students were used in this exploratory study. Results indicate that engagement and self-pacing showed significance, impacting self-reported learning. This preliminary study suggests a flipped classroom improves student learning in marketing. It is expected that a larger sample size with improved measures will uncover other relationships within the flipped classroom model.
Copyright Statement / License for Reuse
Digital Commons@Georgia Southern License
Recommended Citation
Shock, James R. and Maher, Jill K., "An Assessment of Engagement, Self-Pacing and Learning in a Flipped Marketing Classroom: An Exploratory Study" (2017). Association of Marketing Theory and Practice Proceedings 2017. 20.
https://digitalcommons.georgiasouthern.edu/amtp-proceedings_2017/20
About the Authors
James Shock is an Assistant Professor, Marketing, School of Business, Robert Morris University, Pittsburgh, PA, USA. He received his DBA from the Grenoble École de Management, Grenoble, France. His research interests include innovation, entrepreneurship, market pioneering, and inbound marketing.
Jill Maher is a University Professor, Marketing, School of Business, Robert Morris University, Pittsburgh, PA, USA. She received her Ph.D. degree from Kent State University, Kent, Ohio, USA. Her research interests include consumer behavior as well as food and beverage marketing. In addition, she has also studied and published scholarly work related to children's processing of television advertisements as well as investigated gender and ethnic biases in children's television advertising.