Flipped Classroom - the Pain & Gain


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By Liu Qizhang.

Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.

In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?

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Flipped Classroom - the Pain & Gain

  1. 1. Flipped Classroom - The Gain & Pain
  2. 2. Agenda • • • • Background How was it done? Did it work? What to do & What not to do?
  3. 3. Background • DSC1007: Business Analytics – Models and Decision is a 1st year core module in Business School. • About 350 students per semester. • It was converted to Sectional Teaching 3 years ago. • At least 30% of the assessment must be on class participation.
  4. 4. How do students view DSC1007?
  5. 5. How do students view DSC1007? • Positive – The seminar-styled classroom is very conducive; – The module is very useful and seminar style teaching is very suitable for this module. – The strength is that it is very structured. – Math concepts are fun. – Interesting content.
  6. 6. How do students view class participation? • Negative – Class participation component is rather high since this module is very technical and there might not be much to contribute in class; – Because this is a quantitative module, there is little scope for class participation – Perhaps class participation should be given according to discussion points made in class instead of including answering of simple straightforward questions – It is counter productive to expect students to keep asking questions, as it detracts from learning when irrelevant questions are asked just to make the class participation grade.
  7. 7. Polarization • “The first half of the module is repeating what we have learnt in A-level math.” • “The module was simple.” • “stats sucks! too many things to learn too much hw, no one does all of it!” • “examples very vague, questions hard to do” • “it is quite hard to understand the topic” • “while the mathematically-inclined students are able to remain up to speed, others are struggling.”
  8. 8. Broken Link Theory Business Application
  9. 9. How was it done? • 4 out of 11 lessons were flipped. • Used “Record Slide Show” function to record slide-based presentation. • 2-3 cases were selected for students to work on in each class.
  10. 10. Example – Probability Theory • Sally Clark Case • O.J. Simpson Case • Medical Diagnosis Case – Mr Wong was told by the doctor that he was diagnosed as having an exceptionally rare disease, which afflicts only one person in a million. – The doctor claimed that the reliability of the test is 99.9%
  11. 11. How did students prepare for the flipped classroom? 80% 72.30% 70% 60% 56% 50% 40% First Survey 33.60% Final Survey 30% 21.50% 20% 10% 5.10% 5.60% 5.10% 0.40% 0% Watching the video only Reading the textbook only Watching the video and reading the textbook Others
  12. 12. The learning materials prepared the students well for the class discussion. 70% 60.50% 57.20% 60% 50% 40% First Survey Final Survey 27.60% 30% 19.80% 20% 8.90%8.40% 7.60% 5.10% 10% 1% 1.40% 0% Strongly Disagree Disagree Neutral Agree Strongly Agree
  13. 13. I think flipped classroom teaching is more efficient than traditional teaching. 43.90% 45% 40% 36.10% 35% 30.00% 27.80% 30% 25% First Survey 17.90% 17.80% 20% Final Survey 15% 10% 5% 8.40% 6.40% 7.00% 2% 0% Strongly Disagree Disagree Neutral Agree Strongly Agree
  14. 14. Student Comments • I think the flipped classroom is quite good for me, no comments for improvements. • Have the whole curriculum taught through flipped classroom. • all should have flipped classroom before attending the actual lesson to understand the subject even better. • I think the content as well as the practice that we have to do for each flip classroom is just nice. • Flipped Classrooms should be conducted for all the chapters!! It really help me understand a chapter better because I can follow the videos at my own pace, whereas in the classroom, the tutor may go too fast and I am unable to follow. • …
  15. 15. Student comments • drop the idea of flipped classroom • Combine both flipped classroom and traditional teaching: get students to self-study and professor to recap the lesson briefly during class. • Only conduct flipped classroom for lessons that are relatively easier • The preparation of flipped classroom requires a lot of time. • a real time chat box with a TA/ A prof • More materials/questions for preparation and clarification on concepts • …
  16. 16. Lessons Learned What to do What not to do Coverage Teach less, learn more Teach more, learn less Recap in Class Recap via quiz Teach again Motivation Assessment Reply on self discipline Assistance Provide communication channels Leave them alone Teaching Mode All flipped or all traditional Mixture of both modes