Abstract: The study focuses on the instructor as a stakeholder in implementing the flipped classroom learning approach and ways to lessen professor resistance to flipped classroom adoption, in particular the barrier to professor adoption that concerns potentially lower student evaluations as a result of incorporating the new approach. The investigation shows how inverted classrooms (ICs), incorporating both traditional and e-learning pedagogical elements, impact student perceptions of course quality and instructor teaching effectiveness. Students in an Introduction to Information Systems course were given surveys after a traditional course presentation, once the instructor changed to an IC, and after the instructor had taught the course in an IC environment several times. The results show that there are positive impacts to student perceptions of both course quality and instructor teaching effectiveness when students are taught in an IC. Further investigations into additional factors to encourage the adoption of this pedagogical approach are also provided.
Keywords: information systems education, Student Resistance, flipped classroom, inverted classroom, student perceptions, Pedagogy
Download this article: ISEDJ - V15 N6 Page 17.pdf
Recommended Citation: Baker, E., Hill, S. (2017). Investigating Student Resistance and Student Perceptions of Course Quality and Instructor Performance in a Flipped Information Systems Classroom. Information Systems Education Journal, 15(6) pp 17-26. http://isedj.org/2017-15/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIG 2016)