Using Adult Learning Theory to Explore Student Perceptions of the Flipped Class Method.

This article focuses on exploring student perceptions of the flipped classroom method in a business communication course and its alignment with adult learning theory (ALT). Analyzing qualitative feedback from 84 undergraduate students, the study found that flipped classes enhanced learning through hands-on activities, practical professional relevance, increased student-instructor interaction, and promoted learner autonomy, all of which correspond with key ALT principles such as ownership, relevance, customization, and learner-centeredness. While some students noted drawbacks including increased workload and discomfort with active participation, the majority favored the flipped approach and recognized its benefits for engagement and skill development. The findings suggest that integrating ALT concepts explicitly into flipped classrooms may improve pedagogical effectiveness, especially for college students transitioning through emerging adulthood.