Innovating Business Education Through Flipped Classroom

In their latest publication, the HdHf team focuses on the learning experiences of students in two bachelor courses in business and economics, in which the flipped classroom model was combined with experience-based learning.

The study addressed the following questions: Where do students experience liminal spaces and what helps them navigate those spaces? How does the combination of flipped classroom and experiential learning approaches support students' learning?

Using survey and focus group data and drawing on the theoretical concept of 'liminal spaces', the authors highlight the challenges of student learning and describe how these can be overcome. They conclude that experiential learning increases student engagement and motivation. The flipped classroom elements support students in the individual steps of their learning process and in overcoming the associated challenges.

Read more in:
Rose, A.-L., Papaioannou, P., Pekşen, S., Stolz, K., & Leišytė, L. (2025). Innovating business education through flipped classroom in Germany: liminal spaces and experiential learning. In M. A. Eklund & K. Graham (Eds.), Flipping the classroom with experiential and community-engaged learning in business: High-impact teaching practices in business education, volume 2 (pp. 209–224). Edward Elgar Publishing. https://doi.org/10.4337/9781035321629.00023