The Flipped Learning Approach in Undergraduate Finance Education: A Literature Review
Öz
Flipped classrooms are a teaching method which changes the way students and teachers have traditionally learnt and taught course content, through technology and more innovative use of time. Flipped classes can be a solution to the issues that universities face presently and into the future. In this article, we provide a review of literature on how academics in finance have applied the flipped classroom approach in their classes. We used key words of flipped classroom, finance education and application of flipped classrooms in finance education in the database of ProQuest, JSTOR, ScinceDirect and WEB of SCIENCE via La Trobe University Library, Australia. We found 163 articles related to these criteria. When we evaluated all articles we realized that most of the articles were in the area of several flipped classroom applications such as law, mathematics, and language, but not finance education. The results show that there is much indirect evidence of flipped classroom and finance education. Only 10 articles meet the criteria of the flipped classroom and educational outcomes in finance education. We identify common themes in research purposes and results – student perceptions on learning and how to improve academic outcomes. We also identify some areas which the case studies have not explored. In doing so, we aim to provide a comprehensive basis for future research into flipped classrooms in finance education and its implications for the finance industry.
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