Research Article May 2018 © www.ermt.net All Rights Reserved Page | 1 International Journal of Emerging Research in Management &Technology ISSN: 2278-9359 (Volume-7, Issue-5) Flipped Classroom and Its Effectiveness in a Post Graduate Marketing Course Dr. Vijay Prakash Anand Assistant Professor, Jaipuria Institute of Management, Lucknow, Uttar Pradesh, India vijay.anand@jaipuria.ac.in Abstract: echnology has brought a lot of change in the world of business and governance. It is also changing the world of education. Now traditional mode of lecture is getting replaced by flipped classroom mode of teaching learning. This paper aims to analyze the effectiveness of flipping a part of Marketing Management I course content of a postgraduate programme, to the teaching learning process at Jaipuria Institute of Management, Lucknow. The present study is successful to the extent of implementation of flipped classroom mode partially in a course. Further it may be expanded to larger percentage of the course and subsequently to more courses in the overall programme. Keywords— Flipped classroom, Marketing Management, Teaching-Learning, Bloom’s Taxonomy, Sage on the stage, Guide on the side I. INTRODUCTION Technology has brought a lot of change in the world of business and governance. It is also changing the world of education. Now traditional mode of lecture is getting replaced by flipped classroom mode of teaching learning. The technology is playing a big role in enabling the same; which has expanded further with mobile technology (Hwang & Wang, 2015). Flipped Classroom is a new pedagogical method, in which the traditional lecture method gets flipped. Now students check out the concepts before the class, in the form of video lectures at their own convenience (Ronchetti, 2010). The video lectures are either prepared by the teacher or professor or it may belong to third parties also. These lectures serve as a base for their study. Once the students come down to the class, the class gets into an active mode (Roehl & Shannon, 2013).; as it directly leads them to apply their knowledge of concepts learnt through the video, into solving problems or doing practical or implying the same in the real world environment (Mehta, 2011). It also helps the students by getting them into discussions on the topics or the concepts, which they have seen earlier. Thus, it saves time on the part of the class, which may be utilized for meaningful discussions and problem solving. Ultimately it helps students to learn better. Now, the students are no more left with unanswered questions, after they go back home after the class. After the video lectures, the discussion happens in the class. In the flipped classroom mode, students also help each other. This process benefits the both advanced as well as less advanced learners. It also addresses the problem of weak students, where a teacher may spend more time with the students, who need them the most. The teacher does not act as ‘Sage on the stage’, but as ‘Guide on the side’ (King, 1993). In Transmittal model of teaching - learning process as in the case of the ‘Sage on the stage’ (Rekha, 2017), the teacher is the central figure, who has the knowledge and transmits the knowledge to the students, who simply memorise the information and later reproduce it on an exam – often without thinking about it. This has changed to Constructivist model of teaching - learning process that is ‘Guide on the side’ (Savery & Duffy 1995); where students take center stage and actively participate in thinking and discussing ideas, while making meaning for themselves. The teacher is still responsible for presenting the course material, to help students interact with the material. In Transmittal model of teaching - learning process, the learning happens passively, while in Constructivist model of teaching - learning process, the learning happens actively. T