Effectiveness of Student co-created Flip: A comparative Study in a Marketing Principles Class

Abstract

Experiential learning has gained tremendous importance in recent times both from a pedagogical perspective as well as accreditation perspective. Flipped classroom is one such experiential approach which has many proponents but not enough evidence to support its adoption by educators. Theoretically derived from the notions of Consumer as co-creator (Vargo and Lusch, 2004) and the Co-Creative Educational Model (Geddes et. al., 2017), this paper describes the student co-created flip classroom approach. The paper also presents comparative effectiveness of the flipped classroom with a traditional classroom in terms of student outcomes in an introductory marketing class.