A comparison between flipped and lecture-based course delivery of a career development programme for Chinese undergraduates

Abstract

Existing research on the effectiveness of career courses often lacks evidence on the comparative effects of different pedagogical formats. This study compared the effects of a flipped classroom approach to a traditional lecture-based approach for delivering a career course among Chinese undergraduate students. A longitudinal quasi-experimental field design was used to assess changes in the career outcomes between the flipped and non-flipped groups over three time points (pre-, post-, and 2-month follow-up). Mixed-factorial ANOVAs showed the overall effects were stronger immediately post-course and at the 2-month follow-up for the flipped approach, although both course designs decreased lack of career information and increased environmental exploration. The study suggests that the flipped classroom design has the potential to outperform traditional teaching approaches.