Design, Implementation, and Effectiveness of Flipped Classroom and Debate

Qing Ye, Jie Zhang


We adopted two innovative teaching methods in a post-graduate module (Money and Banking): flipped classroom and debate. We find significant evidence that these innovative teaching methods are effective in improving student performance as reflected in exam marks. Our surveys investigated students’ perception of these two new teaching methods. The results indicate that students have great consensus in terms of the benefits of these approaches suggested in literature. In addition, based on the experience we gained in teaching this module and the students’ feedback, we provide some suggestions in terms of how to best apply the flipped classroom and debate methods in teaching.



flipped classroom; debate; learning efficiency; active learning

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