Evolving flipped classroom design in a cost/management accounting module in a rural South African context

ABSTRACT Capturing and maintaining students’ attention in higher education has long been a focal point in research. This is especially true of accounting courses, for which many students lack the contextual knowledge and integration skills required to be successful, particularly among rural students. The flipped classroom has been poised as a possible solution to improving student engagement, since it optimises the classroom contact time, while providing opportunities for the integration and application of knowledge. However, various constraints might make it difficult to implement the flipped classroom design in rural contexts. The purpose of this study was to evaluate whether the flipped classroom design would be beneficial to students studying on a rural campus. A three-year action research design was used to evaluate learning preferences and students’ academic performance. The results revealed a need for a contextualised flipped classroom design that can improve student engagement and academic performance in rural settings.