Abstract
A key challenge for higher education today is to address the expectations of learning that our digital native students have in acquiring the required skills to be successful in the workplace within a meaningful and engaging context. Flipped classrooms are viewed as a teaching pedagogy that can meet these challenges and have been implemented across different countries. However, few studies have examined the perceived effectiveness of flipped classrooms in different cultural settings. The current study investigates the difference in the impact of flipped classrooms on five perceived learning outcomes—problem solving, critical thinking, teamwork, self-directed learning, and knowledge acquisition—for undergraduate business students from Germany and the U.S. Hofstede's cultural dimensions are used to hypothesize differences in perceived learning outcomes based on cultural values of Germany and the U.S. for long-term orientation, individualism/collectivism, and uncertainty avoidance. Results show differences in perceived learning outcomes attributable to cultural differences between German and U.S. students in flipped classrooms.
Published Version
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