Copyright © 2019 by authors and IBII. This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). Journal of Education and Social Development, 2019, 3–1 July. 2019, pages 15-19 doi: 10.5281/zenodo.3270696 http://ibii-us.org/Journals/JESD ISBN 2572-9829 (Online), 2572-9810 (Print) Active learning in business disciplines using flipped classroom and project learning Bhavesh Patel, Kamala Raghavan 1 , and Mayur Desai Adani Institute for Education and Research, Ahmedabad, India 1 Department of Accounting and Finance, Texas Southern University, Houston, Texas 77004 Department of Business Administration, Texas Southern University, Houston, Texas 77004 1 Corresponding Author *Email: bmpatel54@gmail.com, kamala.raghavan@tsu.edu, mayur.desai@tsu.edu Received on 03/23/2019; revised on 07/05/2019; published on 07/06/2019 Abstract Rapidly changing technology and learning styles of students combined with vast depositories of accessible material on the web offer opportunities and challenges to instructors to adapt and enhance student learning experience with “engaged learning” as the k ey goal. It is critical that the instructor offers a teaching approach that will enhance the self-paced learning for today’s generation of students. Flipped classroom combined with project based learning is an approach that has shown positive results in pedagogical experiments conducted by the authors in different time periods, geographical locations and cultures, and involving different business disciplines. This study presents the results of the studies that utilized such approach and confirmed the hypothesis will effect improvements in student learning across time, disciplines, and cultures. The authors plan to continue to test the effectiveness of the approach in future time periods and analyze the results. Keywords: Experiential learning, Flipped classroom 1 Introduction Rapidly changing technology and learning styles of students combined with vast depositories of accessible material on the web offer opportunities and challenges to instructors to adapt and enhance student learning expe- rience with “engaged learning” as the key goal. As the technology contin- ues to advance, and each generation becomes more tech-savvy, it is critical that instructors align their teaching practices so that they can reach out to the new generation in addition to the traditional students. It is critical that the instructor offers a teaching approach that will enhance the self-paced learning for today’s generation of students. Flipped classroom combined with project based learning is an approach that has shown positive results in pedagogical experiments conducted by the authors in different time pe- riods, geographical locations and cultures, and involving different busi- ness disciplines. This study presents the results of the studies that utilized such approach and confirmed the hypothesis will effect improvements in student learning across time, disciplines, and cultures. The authors plan to continue to test the effectiveness of the approach in future time periods and analyze the results. 2 Literature Review Two key factors that have given a major impetus to the enhancing growth of flipped classroom are the exponential growth of technology that has capability of creating and storing massive information and the second fac- tor is the channels by which the stored information can be delivered and shared. (Bishop and Verleger 2013). Flipped classroom is an approach that can get the maximum leverage from the advances in technology. Flipped classroom approaches remove the traditional lecture and replace it with active in-class tasks and pre-/post-class work. (Abeysekera and Dawson 2014). Incorporating active learning strategies into the classroom is criti- cal in order to reach millennial students. (Roehl at al. Spring 2013). Bishop (2013) defines flipped classroom as an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom. In order to understand the impact of the “flipped classroom” approach on students’ learning and whether they perceive the approach as a good alternate for effective learning, it is critical to examine the details of im- plementation and measure the results. There are 2 reasons for understand- ing how this approach can be used for a class. One, flipped classroom is not just a single design of the process, but can be done in different ways depending upon the availability of resources, students’ capability, instruc- tors’ attitude towards the whole process and other environmental factors. True flipping should include a careful redesign of learning environment, but this is often overlooked (Nielsen October 2011). Second, the flipped