Abstract—The main purpose of this study is to explore the instructional effects of flipped classroom in marketing practice course in higher vocational education, and to confirm instructional effects by teaching experimental research. The participants of the study are students majoring in marketing. Students in the experimental group received flipped classroom teaching, and the control group received the traditional teaching method. This research evaluates instructional effects by using the students' learning achievements, learning interests and course satisfaction. The research results show that flipped classroom can effectively improve the students' learning achievement, encourage more students to actively participate in active learning, improve students' satisfaction of course, obtaining good results in the practical teaching, but no significant advantage to improve the students' interest in learning.
Index Terms—Flipped classroom, pedagogical mode, marketing practice course, instructional effects.
Liang Yanbing is with Guangdong Vocational College of Posts and Telecom, China (e-mail: firstname.lastname@example.org).
Cite: Liang Yanbing, "Evaluating Instructional Effects of Flipped Classroom in Higher Vocational Colleges: A Case Study on Marketing Practice Course," International Journal of Information and Education Technology vol. 9, no. 4, pp. 274-279, 2019.