Switching to flipped classrooms - one and the same training challenged by practitioners and students

• Published in: Accounting Education Vol. 32; no. 3; pp. 332 - 354
• Main Authors: Mayer, Jörg H., Quick, Reiner, Sayar, Sanjar, Siebert, Jörg
• Format: Journal Article
• Language: English
• Published: London Routledge 04-05-2023; Taylor & Francis Ltd
• Subjects: Accounting; Blended Learning; Classroom management; College Faculty; College Students; COVID-19; COVID-19 pandemic; design guidelines; Educational Technology; Expectation; Flipped Classroom; flipped classroom training; Foreign Countries; Pandemics; practitioners and students; requirements; Soft skills; Student Attitudes; Teacher Attitudes; Germany
• ISSN: 0963-9284; 1468-4489
• DOI: 10.1080/09639284.2022.2060047

By inverting the knowledge transfer process, flipped classroom trainings promise a richer learning experience and, ultimately, an enhanced learning process. The objective of this article is to present design guidelines that help lecturers make their flipped classroom trainings more user-centric. We take an accounting information system (AIS)-related lecture at a university as our case example and consider two types of learners for the same training, that is practitioners and students. Significant differences emerged. For example, practitioners cherished self-contained learning at their own pace, whereas most of the students asked for a motivated lecturer to give direction. Our results are clustered threefold: (1) User perception - getting the method right is as important as the content; (2) Lecturer - developing soft skills beyond mere knowledge transfer; (3) Technology - setting the scene properly when switching to flipped classroom trainings.