1. Flipping Brilliant!
An undergraduate e-learning pilot and study
Jane Burns
Senior Teaching Fellow in Marketing

2. Flipped Sessions - Aim
• Students to watch recorded lectures which had
pause points and questions for reflection
• Lecture and seminar time dedicated to discussing
questions and exercises, exploration and
elaboration of key concepts

3. Context and some issues
• 1st year UG module Introduction to Marketing
• 100+ bright/demanding students; 3As; International
• Mixed discipline backgrounds, marketing – history
• Packed lecture rooms
• Change of textbook edition

4. Grants, Awards and Support
UCL
Teaching and Learning Innovation Grant 2013
e-leaning Development Grant 2013
HEA
Changing the Learning Landscape Award 2013
Pearson Education
Pilot, licences, training and development support

5. Student
Echo360
Lecturecast
Groups
Workbooks
Conditional
Releases
Open
Badges
Tailored
Materials
Flipped Lectures

6. Students as Partners
• Six undergraduate students employed over the
summer for 3-6 weeks each, plus a project
manager

7. Moodle

8. MyMarketingLab- Lecturer View

9. MyMarketingLab – Student View

10. Carrots and Sticks
• Weekly Tasklist
• Activities linked to the online lecture
materials,
submission as a proxy for attendance
• Seminar attendance compulsory
• Weekly test for credit
• Chasing non-contributors
• Frequent updates and help
• Skype me
• Badges
•. Small prizes
• Multiple opportunities for 2 way feedback
• Fast turnaround

12. Leaderboard
Student A
Student C
Student D
Student E
Student F
Student G
Student H
Student B

13. Student Responses
• It’s a very interesting module and I'm enthralled by
what I have learned so far. Looking forward to the
future lessons!
• So far I think the course has been interesting and
very well organised. I think it is useful to have
assigned readings and quizzes because it helps
me to remember to do the reading.
• Very excited to get stuck in!

14. Change is not always comfortable…
• Some students voiced concerns about paying
increased fees and not having face to face
lectures
• ‘I would really like to have physical lessons once
in a while. Even if it is not a proper lecture’.
• ‘Maybe more lectures would be good’

15. Workload
• Reasonable; much re-thinking and structuring of
resources & online materials
• Being responsive to a changing situation at short
notice
• Keep your nerve!
– Up until midnight for the 1st deadline

16. Teething troubles?
• Remarkably few
• 172 enrolments… logistics challenge
• Some parts more seamless than others
• Easy to tailor and modify

17. Analytics

18. By activity level

19. Individual activities by student

20. MyMarketingLab Student Exercises

21. Recorded Lectures

22. What worked well
• Bulk registration on MyMarketing Lab
• Student engagement levels typically high, though
some stragglers needed chasing
• Programmed activities with conditional releases to
‘drive’ and signpost students through the materials
• Completion certificates popular
• Skype access to teaching staff well used… though
perversely rated as ‘adequate’ on evaluation!

23. What didn’t go so well
• Google Challenge - delayed by Google, couldn’t
be fitted in… emergency replacement assignment
• Open Badges and Leaderboard – bowtie effect
• MyMarketing Lab Quizbank
• Echoserver down one week caused delays

24. What students liked
• ‘The seminars were very, very good. They made you really
understand the theory and everything related to it.’
• ‘The online lectures and the delivery. I like the fact that
Jane answers the emails all the time and we can skype
her whenever in need. Moreover, I find the lecture casts
more effective than the traditional ones as we can stop the
recording when we want to and take notes, a break, a
nap...’ Hmmm
• ‘The video coursework, because its doing marketing in a
fun way’
• ‘the combination of online lecture, materials, course work
and seminar really enable us to learn something from the
course.’

25. And not so much….
• ‘I really don't like the online lectures. I prefer having a set
time in a lecture hall that I know I can attend’.
• ’More interactive and less online. I felt as if I was teaching
myself the whole course.’
• ‘I don't like the online textbook, It's very difficult reading
such large chapters online.’
• ‘Why are we paying £9000 to do online lectures ?’

26. Results
Students Average % Minimum Maximum
2013-14
2012-13
2011-12
172
118
102
67.2%
64.7%
62.8%
30
32
40
86
83
81
By UCL standards, a very large cohort

27. The Challenges
• Dealing with instrumentalism
• Motivating students to explore and take
responsibility for their learning
• Overcoming expectations of ‘spoon feeding’

28. Conclusions thus far
• Structured approach worked pretty well… though needs
work for next year
• Carrot and stick approach with conditional releases and
weekly quizzes worked as a concept
• Problems of dependency on a 3rd party need avoiding
(Google in particular)
• e-books don’t suit all students
• When left to explore MyMarketingLab, many didn’t
• Its scalable for large numbers, but don’t underestimate the
support requirement and accessibility issues

29. What’s next?
• Will students be prepared to pay?
• Detailed analysis of student behaviours and
results
• Learning about student behaviours and any
relationships between behaviour and results
• Snagging and modifying for next year
• Take this summer off!

30. Thank You for Listening
Any Questions?