The document discusses the implementation and evaluation of a flipped classroom model in a first-year business analytics module with approximately 350 students. While students appreciate the seminar-style teaching, concerns arise regarding the high class participation requirement and varying levels of understanding among students. Recommendations include a balanced approach between flipped and traditional teaching and improving preparation materials to enhance student engagement and learning outcomes.

1. Flipped Classroom
- The Gain & Pain

2. Agenda
•
•
•
•
Background
How was it done?
Did it work?
What to do & What not to do?

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. How do students view
DSC1007?

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. 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. 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. Broken Link
Theory
Business
Application

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. 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. 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. 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. 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. 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. 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. 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