Evaluation of the Effect of Flipping Classroom in the Teaching of Marketing

The flipped classroom is proposed compared to traditional teaching, and its core is flipping. This flip has two main meanings: one is the flipping of the content, that is, the content taught in the teacher's class and the content of the student's learning after class; the second is the flipping of the role, that is, the role of the student and the teacher in the classroom. This research introduces the teaching concept of flipped Classroom into the teaching practice of Marketing. After two academic years, an empirical study of 220 students in four majors (e-commerce, tourism management, Marketing, accounting) found that the new teaching method not only improved students' interest in the subject, but also improves the ability of students to learn independently. At the same time, this teaching method has also been recognized and loved by students. Research Background Flipped classroom is also called reversed classroom. Jonathan Bergmann and Aaron Sams, two chemistry teachers at Forest Park Middle School in Colorado, USA, first adopted the flipped teaching mode in class. [1] The core idea of the reversed classroom is to reverse the process of knowledge imparting and knowledge internalization. This mainly includes three aspects. First, the reversal of the role in class. In the traditional class, the teacher is the leading role and the students are the supporting role. Flipping the classroom is just the opposite. Teachers are supporting roles and students are leading roles. Second, the reversal of content. Traditional teaching, teachers lecture in class and students review and do assignment after class. Flipped classroom is exactly the opposite. Students do their homework and teachers answer questions in class, but teacher’s lectures can be completed after class by issuing courseware or videos in the student’s learning group. Third, the purpose of teaching is reversed. Traditional teaching focuses on imparting knowledge, aiming at students’ acquisition of knowledge. The purpose of flipped classroom is to stimulate students’ interest in learning and enhance students’ autonomous learning ability. [2] Regarding the contents of examination, researchers, especially those in the US, have focused mainly on applied research. The areas of research have been concentrated mostly in science and engineering disciplines.[3] Some of Chinese scholars have applied this teaching mode in their own classrooms. At college and university level, flipped classroom has been largely used some subjects such as information technology and college English courses. [4] In this study, we employ quantitative research methods to explore the effects of flipped classroom in a Marketing course. This research allows us to obtain empirical data from the students, as well as provide results that might benefit other scholars of similar interest. Research Purpose and Significance The purpose of this paper is to assess whether applying the teaching concept of "flipped classroom" to the teaching of Marketing can enhance students' autonomous learning ability, stimulate interest and improve academic performance. In the same time, it will create a new way for lecturing class. International Conference on Advanced Education, Management and Humanities (AEMH 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 352