The document discusses flipping the classroom for a marketing course at Monash University using online Moodle lessons. It describes creating weekly video lessons and formative assessments in Moodle to provide students first exposure to new material outside of class. Class time is then used for discussion and problem solving. Student engagement with the lessons is high, with most completing all lessons, and evaluation data found students appreciated the flexibility and ability to pause videos. While a minority of students found it difficult to stay motivated without live lectures, overall student evaluations of the unit and learning resources increased after transitioning to flipped learning with Moodle lessons.

1. Business and Economics
Flipping with Moodle Lessons
Peter Wagstaff – Department of Marketing
Learning Lunchbox, 14 November 2013

2. Flipped classroom
 “The flipped classroom describes a
reversal of traditional teaching where
students gain first exposure to new
material outside of class, usually via
reading or lecture videos, and then class
time is used to do the harder work of
assimilating that knowledge through
strategies such as problem-solving,
discussion or debates” (Vanderbilt
University, Center for Teaching)
 http://www.youtube.com/watch?v=26pxh_qMppE
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3. MKF1120 and Bloom’s Taxonomy
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4. MKF1120 lessons
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1 lesson per week, available from Friday of previous week
Typically 6-7 videos (“Marketing Morsels”)
Each video typically 10 minutes duration
Links to digitised readings (from library)
Interspersed with self-check quiz questions
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5. What we tell students:
Learning and Teaching approach
 “Better Learning”:
– No face-to-face “lectures”
– Online weekly lessons in Moodle (compulsory)
– Weekly workshop session (not compulsory)
– Weekly tutorial (compulsory)
 Requires you to be a disciplined independent learner
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6. Moodle Lesson Module
 A series of html pages within Moodle
 Students are required to make a choice underneath the
content
 The choice will send the student to a specific page in the
lesson
 In its simplest form, “Continue” button sends students to the
next page in the lesson
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7. 2 Types of Page in a Lesson
 Content page
– html: customise with any content you wish
 Question page
– Multiple choice
– Essay
– Matching
– Numerical
– Short answer
– True/false
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8. Example lesson - Introduction
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9. Example lesson – Video content
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10. Example lesson – Formative assessment
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11. Example lesson – Incorrect response
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12. Example lesson – Correct response
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13. Outcomes
 Student engagement
 Learning outcomes
– Within-semester assessment tasks
– Final examination
 Student attitudes (SETU: formal student evaluation)
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14. Student Engagement
 Students typically spend 1:30 – 2:30 on each lesson
 Many are now repeating lessons
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15. Flipping with Moodle Lessons
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16. Moodle lesson data
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17. Lesson activity snapshot (@ Monday of week 9)
Lesson
Number
% Students
Attempted
(wk9)
% Students
Attempted
(wk14)
1
98%
99%
2
95%
97%
3
90%
94%
4
74%
85%
5
78%
88%
6
77%
87%
7
75%
84%
8
62%
83%
9
21%
81%
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18. Monash SETU: S1, 2013 (Overall)
S1 2011: 4.06
S1 2012: 4.17
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19. Monash SETU: S1, 2013 (Learning Resources)
S1 2011: 3.99
S1 2012: 4.15
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20. SETU Comments (+)
 “I loved the online morsel videos rather than a lecture. They
encouraged me to stay on top of everything and actively learn”
 “I really enjoy the way the unit is run with the online classes, they are so
flexible and allowed me to absorb the information in my own time and at
my own pace”
 “… it was really good to be able to pause and rewind”
 “… online lessons are a great idea for those of us who live far away
from campus and struggle to find motivation to travel all the way for one
class”
 “it was really good to be able to complete it in your own time and
especially early when you knew you had multiple assignments, I feel I
learnt more in the online lessons for marketing than the live lectures for
other subjects”
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21. SETU Comments (+)
 “I found the weekly lessons very helpful because I was able to pause,
replay, and understand certain concepts easier. If I was in an actual
live-lecture this would have been very difficult”
 “I can pause to make sure I have fully grasped a concept before moving
on, or to finish my notes in that slide before moving on”
 “… we could learn the content whenever we wanted at our own pace, in
easily manageable chunks which increased my motivation”
 “… flexibility to undertake the lesson at not only the time that best suited
you, but at the time I was most willing and ready to learn”
 “I think it is fantastic that we can stop and take notes and go back and
forth to videos as we please. It's much more effective then a normal
lecture environment”
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22. SETU Comments (-)
 “… it is inconvenient to students with a limited access to the internet”
 “I didn't like the online lectures as I didn't feel as motivated to watch the
lectures online as if it was a live lecture at uni, this made me feel more
stressed and felt like I would get behind more easily”
 “I find it hard to maintain attention to the online videos… I am a fan of
textbooks as the information is all in one place”
 “It is easy to fall behind with the online lessons and especially neglect
readings. There was so much to read I often didn't read it because there
was nothing forcing me to do it so maybe you could make it so that you
have to at least open the reading document before you continue to the
next stage in the lesson”
 “… keep the videos short, even if there is more of them you feel like you
are winning when you get through them quicker”
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23. SETU Comments (-)
 “Needs actual lectures. Not a fan of just the online lectures every week.
Feel disengaged with the unit. I know its all meant to be progressive
and stuff, but its really not working for me. I also don't feel like the
workshop is a valid alternative, I just want an actual lecture”
 “I find it hard to learn looking at a computer screen, and without an
allocated time to do the lecture it was easy to fall behind with
completing the lessons”
 “I struggled to keep up with the lessons as I had no motivation to watch
them. If it was a lecture I think I would be much more likely to attend. I
think it was because there was nothing really forcing me to watch the
video or no real incentive or need to keep up to date with them”
 “I believe conventional lectures enable me to personally engage with
the unit, i.e. I’m able to see familiar faces in the lecture theatre, have a
set time and place to 'get in the marketing zone' which improves my
concentration”
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24. Q&A
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25. Thank you!
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