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

Abstract

Despite the increased importance of constructivist learning environments, especially flipped learning formats, in management education, empirical evidence on their effects is mixed. While many studies find positive effects of flipped learning formats on student learning, others report no or even a negative impact. As most of the mechanics behind these effects remain 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 perceived instructor attitude towards students, which consists of enthusiasm, presentation style, friendliness, genuine interest, and welcoming conduct, with research on flipped learning. More specifically, we propose that a positively perceived instructor attitude towards students mediates the positive impact of flipped learning formats on student learning outcomes. The results of an experiment with 147 undergraduate management students enrolled in an international business strategy course at a German university 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 that have already been studied in other disciplines into account when investigating constructivist learning environments. In addition, instructors should ensure that their attitudes are positively perceived by students to facilitate improved perceived learning outcomes.