A key challenge for higher education today is to address the expectations of learning that our digital native students have in acquiring the required skills to be successful in the workplace within a meaningful and engaging context. Flipped classrooms are viewed as a teaching pedagogy that can meet these challenges and have been implemented across different countries. However, few studies have examined the perceived effectiveness of flipped classrooms in different cultural settings. The current study investigates the difference in the impact of flipped classrooms on five perceived learning outcomes—problem solving, critical thinking, teamwork, self-directed learning, and knowledge acquisition—for undergraduate business students from Germany and the U.S. Hofstede's cultural dimensions are used to hypothesize differences in perceived learning outcomes based on cultural values of Germany and the U.S. for long-term orientation, individualism/collectivism, and uncertainty avoidance. Results show differences in perceived learning outcomes attributable to cultural differences between German and U.S. students in flipped classrooms.

当今高等教育面临的一个关键挑战是满足我们的数字原生学生在获得在有意义和引人入胜的环境中在工作场所取得成功所需的技能方面的学习期望。翻转课堂被视为一种可以应对这些挑战的教学法，并已在不同国家实施。然而，很少有研究检验翻转课堂在不同文化环境中的感知效果。目前的研究调查了翻转课堂对来自德国和美国霍夫斯泰德商学院的本科生的五种感知学习成果——解决问题、批判性思维、团队合作、自主学习和知识获取——的影响的差异。的文化维度用于假设基于德国和美国的长期导向、个人主义/集体主义和不确定性规避的文化价值观感知学习成果的差异。结果显示，在翻转课堂中，德国和美国学生之间的文化差异导致感知学习成果的差异。