Effects of flipped classes on student learning: The role of perceived instructor attitude

Abstract

Despite the increased importance of constructivist learning environments, in particular flipped learning, in management education, there is mixed evidence on the results. Even though many studies find positive effects of flipped learning formats on student learning outcomes, others report no or even negative effects. As the mechanics accounting for these effects remain mostly unknown, we draw on flipped learning and educational psychology research and look beyond the direct effects of the learning format to explain the inconsistent results. We integrate research on the instructor’s perceived attitude, consisting of enthusiasm, presentation style, friendliness, genuine interest, and welcoming conduct, and flipped learning research, proposing that the instructor’s perceived attitude mediates the positive effects of flipped learning formats on student learning outcomes. The results of an experiment with 147 undergraduate management students support our hypotheses. We contribute to management education research on flipped learning formats by hinting at the importance of active learning and the perceived attitude of the instructor. Thus, management education scholars should take indirect effects from other disciplines into account when investigating constructivist learning environments. In addition, instructors should ensure that their attitude is positively perceived by students to facilitate improved student learning outcomes.