Business Analytics Through Flipped Learning – A Case Study

Abstract

Teaching a theoretical course in Business Analytics is a different ball game as compared to teaching a theoretical course like Marketing, because the conceptual knowledge is important during a University examination while the problem solving skills gain precedence in real - life scenarios that an MBA graduate encounters on their job. Hence, during the initial part of the Business Analytics course, specifically the first two of the total five modules were taught using the standard lecture method. Prior to each session, questions were randomly posed to the students to gauge their understanding of the previous day’s content. The summative test result showed poor levels of understanding, following which the flipped method was adopted in the class – where the content was circulated to the students through Moodle (the Course Management System) and WhatsApp prior to the classroom session. As the students were already familiar with the terms – only clarifications, when necessary, were provided in the class, followed by discussion on the application of the concepts using a case study analysis, which was instructor led, and Nikita (the instructor) had been trained to handl. The time was effectively utilized, and the students remarked that this method was useful in helping them understand the application of concepts. The summative test results showed improvement in the test scores of the students