An Assessment of Engagement, Self-Pacing and Learning in a Flipped Marketing Classroom: An Exploratory Study

This study examines the possible impact of engagement and self-pacing on student learning in a flipped classroom environment. Survey responses from 33 students were used in this exploratory study. Results indicate that engagement and self-pacing showed significance, impacting self-reported learning. This preliminary study suggests a flipped classroom improves student learning in marketing. It is expected that a larger sample size with improved measures will uncover other relationships within the flipped classroom model.