Peer Learning in a Flipped Classroom: Evidence From the Bma403 Course in Greece

Key Points

• The research aims to explore the effects of a Peer Learning–Flipped Classroom model on academic outcomes in higher education.
• Implemented a Peer Learning–Flipped Classroom model in the BMA403 course.
• Conducted the study during the spring semester of the 2020–2021 academic year.
• Analyzed academic performance metrics associated with the model.
• The implementation of the PL-FC model positively influenced academic outcomes.
• Students demonstrated improved understanding of quantitative business concepts.
• Engagement levels increased among learners participating in peer learning activities.

Abstract