This study applies a flipped classroom format to an international economics course. A fully-flipped format where class-time is devoted to group exercises, experiments and other active learning activities is developed and course material is delivered outside of class. In my quasi-experiment, two sections of the course were taught using this flipped format (treatment) and another two were taught using a traditional lecture (control) with measures of student interest, achievement and attendance collected. Students in the flipped sections were more interested, prepared and participated more in class. In contrast, the evidence shows that those same students attended class less often and may have achieved higher grades. Taken together, the results suggest that the flipped format may increase learning productivity and result in lower attendance for similar grades.

这项研究将翻转的课堂形式应用于国际经济学课程。开发了一种完全翻转的形式，其中课堂时间用于小组练习，实验和其他主动学习活动，并且课程材料在课堂外提供。在我的半实验中，该课程的两个部分使用这种翻转格式（治疗）进行授课，而另外两个则使用传统的讲座（控制）进行授课，并收集了学生的兴趣，成就和出勤率。翻转部分的学生对课堂更加感兴趣，准备并参与得更多。相反，证据表明，这些学生上课的频率较低，并且可能获得较高的成绩。在一起