Project-Based Learning in BPM: Lessons from Flipped Classroom vs. Lecture-Based Instruction

This paper reports the experience and lessons learned from the teaching of two editions of the business process management (BPM) course in a masters program, following two different designs based on active-learning. In one course we used flipped classroom and Project-Based Learning (PBL) whereas in the second course we adopted lecture-based instruction with in-class assessments and PBL. In both courses the goal of the project was to improve a real-world process, which included various interactions with the stakeholders for elicitation, insights, redesign and validation of the to-be process. We observed that PBL applied to real-world processes and interaction with process stakeholders had a number of benefits on learning. Students could learn from the daily experience of the process participants, realize the complexity of BPM efforts in real world, and increase their communication and organization soft-skills. When flipped-classroom was applied, we observed more engagement in active and collaborative learning. From a teacher’s point of view, flipped-classroom enabled us to better assess individual performance, perceive which BPM concepts were not fully understood, and provide objective feedback according to the specific needs. Our lessons learned serve to enrich the BPM educators community with effective teaching strategies and valuable insights.