In this paper we present a case of applying the MOOC-based flipped learning method to a course offered to freshmen in a business school, and analyze and interpret the results in the context of introducing pedagogical innovation in higher level of business education. Comparing the MOOC-based flipped learning class and conventional classroom-based lecturing class, equivalent levels of academic achievement, assesed by test scores, were observed. However, student satisfaction, measured by students responses to the surveys,’ was much lower in the MOOC-based flipped learning class and seemed to need further investigation. Performance of students who answered that they watched the online lectures before offline lectures according to the course schedule was significantly high. Students who showed positive attitude toward the introduction of new pedagogical method at the beginning of the semester tend to express higher satisfaction from the course at the end of the semester. There was no significant correlation between the test score and the level of satisfaction. The results of this study indicate that when introducing an innovative teaching method it is important for students to fully understand the pedagogical method in advance and it is desirable to offer the method to those who are in favor of it. Also in order to achieve learning goals by adopting a self-led IT supported pedagogical method such as the MOOC-based flipped learning method presented in this paper, it is very important to provide students incentives for sticking to the designed method. Also, developing an effective monitoring system for student activities is necessary for successful execution of the lecturing method.