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The current COVID-19 pandemic forced higher education institutions to pivot to online delivery. Combined with the pervasiveness of accessing information online, this has made the flipped classroom a viable option. The flipped classroom employs asynchronous video lectures and practice problems as homework and active, problem-solving activities in the classroom. This paper presents how a first-year course in introduction to management adopted a flipped classroom approach. Online materials were developed which allowed students to learn foundation management concepts and theories online at their own pace. This allowed the teachers to dedicate face to face time to strengthen the application of advanced concepts through active learning through collaboration using the case study method. Using Bloom’s revised taxonomy, the flipped classroom approach shifts the lower levels of taxonomy (remember and …