Flipping Business Law Units in Challenging Times: Flipping Mad or Engaging a Better Pedagogy?

Abstract

The educational literature about the challenges faced by international students in the United Kingdom, the United States and Australia, and the use of Active Pedagogy including a Flipped classroom paradigm is extensive. This article utilities the combined literature of these fields of research, to examine whether implementation of the Flipped classroom educational paradigm resolves difficulties experienced by international student’s learning and engagement in a business law unit. The current Flipped classroom literature does not examine classes that are almost solely English as a Second Language (ESL) international students in business and law disciplines as the literature is predominately in Science, Technology, Education and Mathematic disciples/units in primary undergraduate degrees, not postgraduate. The research was conducted over a two year period examining the effects in a subject where 90% were ESL international students. This research questions the reported literature results of improved student outcomes of enhancement, engagement and learning by implementation of a Flipped classroom paradigm. These questions mean implementation of a Flipped paradigm is not the panacea for resolving difficulties in ESL teaching of international students.