Flipped Classrooms: An Agenda for Innovative Marketing Education in the Digital Era

Abstract

Flipped classrooms reverse traditional lecturing because students learn content before class through readings and prerecorded videos, freeing lectures for hands-on activities and discussion. However, there is a dearth of literature in marketing education addressing flipped classrooms. This article fills this void using grounded theory to develop a student-centered framework for implementing flipped classrooms into marketing education. Exploratory videographic analysis of publicly available videos (N = 6) describes experiences of nonmarketing educators who have implemented flipped classrooms. This supports a framework for transitioning flipped classrooms into marketing education. Flipped teaching, learning, and assessment ideas for marketing educators are provided.

ACKNOWLEDGMENTS

The author thanks three anonymous reviewers for their constructive comments.