Abstract
This paper describes the creation of a flipped classroom based on experimentation, student feedback, and an instructor’s impressions about learning outcomes. Based on 601 student responses to a survey administered between 2014 and 2018 to lower and upper level economics classes at a four-year public university, this paper finds that the majority of students preferred flipped to traditional as well as to 100% online classes. Other results indicate that students preferred watching lecture videos to reading textbooks or attending in-class lectures, and preferred weekly-structured assignments over dailystructured assignments. However, findings indicate mixed student preferences with respect to flipped mastery.
Recommended Citation
(2026)
"Traditional, Online, or Flipped Classes–Which Do Students Prefer?,"
Journal of Economics and Finance Education: Vol. 19:
Iss.
2, Article 2.
Available at:
https://scholarship.rollins.edu/jefe/vol19/iss2/2
