The costs and benefits of the flipped classroom have been heavily debated in both general educational research as well as research in specific disciplines (e.g. accounting education). For flipped classroom learning to work, it cannot be an effort by one instructor in one section of a course.

A successful flipped classroom has to be a department or school wide effort led by Deans and Department Chairs where faculty work collaboratively to assure that students are taught the skills to learn in this format, starting with the introductory accounting course. This article discusses best practices, which allow a flipped classroom model to be most successful across an academic program.

This article is from the Accounting Instructor’s Resource, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.

Mitchell Franklin, LeMoyne College

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