A Response to COVID: From Traditional to Remote Learning Using a Flipped Classroom Pedagogy and Its Impact on BI Skills Attainment

Authors

Darryl Romanow, Georgia Gwinnett CollegeFollow
Melinda K. Cline, Georgia Gwinnett CollegeFollow
Nannette P. Napier, Georgia State UniversityFollow

Abstract

The COVID-19 pandemic dramatically impacted the global post-secondary education environment beginning March 2020, leaving many classes using the traditional face-to-face delivery method scrambling to adapt. This paper describes the process used in response to COVID to convert a traditional lecture-style business intelligence class to a flipped classroom, while maintaining assignments, groups, and discussion as student engagement techniques. End of term skills assessments of four pre-COVID sections are combined with skills assessments from two during-COVID flipped online sections. The during-COVID sections use pre-recorded Kaltura video lectures, supplemented with Blackboard Collaborate virtual meetings, in a flipped online delivery approach. Partial least squares (PLS) regression results indicate a flipped approach augments other student engagement methods and significantly improves skills attainment. Results also indicate that while group formation continues to enhance in-class assignment completion and reflection, discussion is less impactful in an online environment. This research highlights nuances of business intelligence education and provides suggestions for enhancing approaches for improved skills attainment.

DOI

https://doi.org/10.62273/NOBF5942

Recommended Citation

Romanow, Darryl; Cline, Melinda K.; and Napier, Nannette P. (2024) "A Response to COVID: From Traditional to Remote Learning Using a Flipped Classroom Pedagogy and Its Impact on BI Skills Attainment," Journal of Information Systems Education: Vol. 35 : Iss. 1 , 99-111.
DOI: https://doi.org/10.62273/NOBF5942
Available at: https://aisel.aisnet.org/jise/vol35/iss1/10