Using Active Learning Spaces to Support Flipped Classroom

Flipped Classroom, an emerging type of blended instruction, has become a popular pedagogical approach in the recent years. Active learning classroom spaces have been implemented in many university campuses to facilitate student-centered, collaborative learning environment. The purpose of this study is to examine the effectiveness of a college level flipped classroom conducted in an active learning classroom space as compared to its traditional face-to-face counterpart. Two sections of a business course taught by the same instructor during one semester were selected for the study. The two sections had the exact same coverage and evaluation policy while one is a flipped class conducted in an active learning classroom space and the other is a traditional face-to-face class. We conducted both quantitative and qualitative analyses and our results reveal that there is no statistically significant difference of students' performance between the two classes. However, students reported a more positive learning experience in the flipped classroom setting.