In this study, I would like to discuss my experiences with flipping undergraduate marketing classroom at various levels (introductory Vs. advanced courses). I have been experimenting flipping a classroom since Fall 2014 and the approach has gone through a few revisions. The study is intended to summarize my findings and make an attempt to develop a set of best practices that tend to work with undergraduates.
The first part of the paper will discuss the initial iterations of classroom flipping. The second part identifies some of the issues (as seen by the instructor) that were limiting the class from deriving full benefits of flipping. The third part discusses the list of changes that were made to the flip technique (partly influenced by the ABSEL Workshop in 2016). The final part discusses the student response to the flipping experience (segregated by course level
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