STUDENTS’ PERFORMANCE IN ONLINE, FLIPPED AND IN-CLASS SETTINGS: A COMPARATIVE STUDY

This study takes an empirical look at the three-way comparison of different learning environments (online, flipped, and in-class) for an Introductory Managerial Accounting course. Student learning outcomes were measured using scores from twelve weekly assignments, midterm and final examinations held on campus, and overall class performance. The results showed that students registered in the online section outperformed those attending the flipped and traditional lecture classes. The findings suggest that flipped-class and online learning pedagogies are more than a mere change in the delivery mode. To be successful, they need intense preparation. The heart of the flipped classroom is student engagement, including his/her realization of the responsibility for self-learning. No pedagogical approach, of course, fits all students alike. Students should not, therefore, be in any doubt about what to expect before registering for the class. Since the acquisition of critical reasoning skills is not a single-step process but is a continuum, future researchers need to focus on senior students with exposure to these pedagogical approaches from the beginning of their university studies.