Digital course designs such as the Flipped Classroom (FC) are increasingly enriching university education. The advantages attributed to this FC in previous research are multifaceted. However, the field of research is still fragmentary in terms of the extent to which course design influences learning success. Therefore, this paper will contribute to further filling this research gap considering a case study that compares the learning success in the classic course design (CC) with the learning success in the FC course design using quantitative research methods. In particular, we answer the questions of whether and if so, in what way the change in course design can affect learning success considering its influencing factors listed in the literature. This enabled us to prove that the course design does matter, as most of the expression of the factors influencing learning success increase in our FC.
Voigt, Christin; Blömer, Linda; and Hoppe, Uwe, "The Course Design does matter: Analyzing the Learning Success of Students" (2020). PACIS 2020 Proceedings. 185.
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