Association of Marketing Theory and Practice Proceedings 2017
 

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.

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.

Copyright Statement / License for Reuse

Digital Commons@Georgia Southern License

Included in

Marketing Commons

Share

COinS