Using Student Feedback to Revise a Flipped Operations Management Class

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Instructional videos were used to teach 58 students the quantitative component of an operations management course. The course was taught as a flipped class: students watched the videos before class and solved their homework problems during class time. At the end of the course, they completed a questionnaire about their experience. Students who found learning more difficult in the flipped class environment reported that they needed more video examples, often came to class unprepared, failed to benefit from teamwork, implied their grades suffered, and did not appreciate the convenience of watching the videos on their own schedule. The author/instructor will make changes to the course based on these findings.

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Business Education Innovation Journal