Portability of the Sandwich Approach Teaching Pedagogy

Abstract

The present investigation examined the portability of a modified flipped classroom approach called the Sandwich approach. The Sandwich approach arose out of the work of faculty in Communication Sciences and Disorders (CSD) given some shortcomings of the flipped classroom approach. A long-term study in CSD revealed better outcomes concerning grades, student confidence, and conceptual knowledge in a neuroanatomy course compared to traditional and flipped methods. The present study seeks to replicate those comparisons and implementation of the teaching method within an information systems (IS) course.