Top Opportunities for Flipped Classroom Platform Innovation Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation. We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning. 1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems. 2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class. 3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work. This presentation includes the full research findings and product design recommendations.

1. 4149 Pennsylvania, Suite 202
Kansas City, MO 64111
Flipped Classroom
Research Readout
April 2015

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• Uncover insights into user needs to drive the product
strategy and determine if opportunities exist in the
market
• Validate assumptions on the current process and
workflow for a flipped classroom environment
Purpose of Product Research
• Understand tools instructors have tried, are using
currently or would like to see made available
• Uncover common pain points in creating course
materials, sharing materials and tracking of student
usage in a flipped classroom
What tools and resources are available today?
What is the biggest pain point we can help solve?

3. 3
Research Goals and Methodology
• Validate assumptions on the current process and
workflow for a flipped classroom environment
• Understand the tools instructors have tried, are using
currently or would like to see made available
• Uncover common pain points in creating course
materials, sharing materials and tracking student usage
of materials in a flipped classroom
• Understand any key differences in flipped classroom
workflow or process for secondary vs. higher education
Teachers were engaged in contextual inquiry. Questions
centered around the following topics:
• Current experience in a flipped classroom and their
detailed process for content creation and delivery
• How they determine student understanding of a specific
topic, if students are grouped based on content mastery
• Tools they use, have tried, including likes and dislikes
• LMS platform currently in use
• Pain points they experience
• Content creation, sharing, and privacy. Alignment to text
books and common core.
• Student reaction and feedback
• Parent reaction and feedback

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Frequency varies by teacher and topic
Findings – Process Overall
• Most teachers try to provide lessons a few times
a week
• Sometimes the lessons don’t lend themselves to
lectures or advance topics
01 The format follows a similar process regardless of
topic
02
• Teacher creates lesson and assignment
• Teacher assigns lesson and assignment
• Student completes lesson before class
• Each lesson is followed by an assignment, which
may vary from a note taking worksheet to
practice problems
• Often points are assigned for completing lessons
• In class activities follow to reinforce lesson
content

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Teachers prefer to create their own content
Findings – Content Creation
Teachers try to limit
lessons to no more
than 15 minutes. Most
agree less than 10 is
ideal.
• They believe it helps their students to hear their voices and makes the
content seem more personal
• They are not opposed to using other content but are concerned it may not
cover topic in the detail needed or in order of planned syllabus
• Occasionally using other sources provides some diversity for the students
• Format is usually ppt with voiceover or interactive whiteboard
Opportunities
• The time it takes to create content and edit videos can been extensive the
first time through
• Sometimes need to go back and revise lessons based on questions asked
by students to expand further on topics
01 02
Most video lessons
are accompanied
by an assignment
or problems to
work through
Content is self-guided and often originates from
the teacher
• Text books are sometimes used as a guide for the
order, but are often outdated
• Common core implementation isn’t standardized
• Some teachers aren’t using it at all
• Others use it as the sole guide for lesson planning

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Findings – Content Creation
“My process may
seem long but it’s
really pretty simple
since I figured it out”
03 There are gaps in technology that could make the
process easier for teachers
04
• Easy tracking of student compliance watching lessons
• Ability for students to take notes while watching
lessons is ideal, without the need to switch
applications
• Ability for students to submit questions electronically
“I sometimes get
the same questions
over and over”
Technology is not a major frustration in creating
lesson content
• While the process isn’t perfect, teachers have
found tools that work for their tasks
• Once it is created, content can be reused for
other sessions or periods
• There are a variety of tools used today
• Many technology solutions are free

7. 7
Note Taking and Quizzing Tools
• Ed Puzzle
• Exit Flip
• ALCHE
• iXL
• Quizlet
• Socratives
• Notability
Content/Lesson Creation Tools
• Screencast-o-matic
• Camtasia
• YouTube
• Smart Notebook
• Learn Billion (2-5min videos aligned to
common core)
There are a number of technologies used in the classroom today

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It’s easy to see what students understand
Findings – Perceived Benefits for the Teacher
“They get time with
me to go over all the
things they don’t
understand and I can
help them walk
through it”
• Because they are active in the classroom they can
see where students are struggling
• Students don’t lie about understanding a topic
because they get time to work through it
together in the classroom
• Some teachers group students based on
proficiency to continue to challenge students
who have mastered topics and provide support
for students who need additional help
01 Teacher’s time is used more effectively and
efficiently
02
• Quizzes and assignments completed in advance help
teachers know where to focus in the classroom
• While lesson creation upfront can be time intensive,
lessons can be reused from class to class
• Time with students can focus more on what they don’t
understand instead of teaching basics
“I don’t spend 6
periods a day
repeating the same
lecture wondering if I
already said this”

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There is no central repository to get information
Findings – Student Feedback
• Content is available but in disparate systems. It’s
hard to always know where to go.
• In most cases their school id/pw is the login, but
they have to go to multiple sites to retrieve
lesson information and assignments
01 Students who are not as proficient want more
attention
02
• They do not like they cannot ask questions when
doing a lesson outside of class
• They aren’t as willing to try problems on their
own and will give up easily
• There is a general lack of compliance to actually
complete lessons in advance of class
Technology is not a barrier for the majority of students in our metro
• In most cases, the schools provide iPads or laptops for each student to use throughout the year
• About 25% of students in this test group do not have access to wi-fi to watch lessons at home

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Positive Feedback
Findings – Parent Feedback
• Parents like the ability to watch the lessons and
learn concepts alongside their children
• They think there is less of a burden on them to
fully understand the topics to help their child
learn
01 Opportunities
02
• Parents do not fully understand the process and
question what the teacher is doing with all their
time
• They feel there is added responsibility on them to
ensure children complete the lesson, specifically
to know where to go to retrieve the information

11. • Create lessons
• Powerpoint, interactive/live
whiteboard, video, voiceover
• Create quiz/assignment
• Gauge student progress
• Lesson completion
• Quiz scores
• Concepts mastered
• View lessons
• Complete lessons
• Complete assignment
• Take notes
• Take quizzes
• View progress/status
• See assignments/lessons
• What’s next?
• Access to lessons
• View student progress
User Tasks – As Described by Teachers
Teachers Students Parents
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Recommendations

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Make resources easy to find
• One centralized hub with a site for each class to easily locate the lessons and assignments
• Parents won’t feel the burden of helping students find the right assignment
Help teachers come to class better prepared
• A dashboard that reports who watched the lesson and average score on the quiz or assignment
• Allow students to submit questions real time and aggregate popular themes for teachers to review before class period
Recommendations
01
02
03 Provide end-to-end content creation for teachers
• A one-stop application that helps teachers create, deliver and assess flipped classroom content
• Integrates seamlessly with LMS or other online resources in use by the school district

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To see Useagility’s full design solution contact Chrys@Useagility.com
Design Concepts