ABSTRACT
My motivation for experimenting with the flipped classroom was a desire to help students achieve higher-order learning. This goal guides all of my teaching and learning activities in and out of the classroom. In particular, I hope to challenge students to attain the top two levels of Bloom’s Taxonomycreating and evaluating-which are crucial skills for marketing professionals. Unfortunately, lecture classes often address only the two lowest levels of the taxonomy (Bonwell & Eison, 1991). In many undergraduate marketing courses, the concern for instructors is to cover the necessary material in the textbook, which often takes the majority of class time (Garver & Roberts, 2013). In these
courses, the instructor’s focus is on delivering a large quantity of information, and a lecturer can cover a great deal of material in a relatively short time.
