Flipped Classroom- The Gain & Pain

Agenda

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

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.

How do students view DSC1007?

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.

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.

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.”

Broken Link

Theory Business Application

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.

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%

How did students prepare for the flipped classroom?

Watching the video only

Reading the textbook only

Watching the video and reading the textbook

Others0%

10%

20%

30%

40%

50%

60%

70%

80%

56.00%

5.10%

33.60%

5.10%

72.30%

0.40%

21.50%

5.60%

First SurveyFinal Survey

The learning materials prepared the students well for the class discussion.

Strongly Disagree Disagree Neutral Agree Strongly Agree0%

10%

20%

30%

40%

50%

60%

70%

0.90%

7.60%

19.80%

60.50%

8.90%

1.40%

5.10%

27.60%

57.20%

8.40%

First SurveyFinal Survey

I think flipped classroom teaching is more efficient than traditional teaching.

Strongly Disagree Disagree Neutral Agree Strongly Agree0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

1.60%

17.90%

43.90%

27.80%

6.40%7.00%

17.80%

36.10%

30.00%

8.40%

First SurveyFinal Survey

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.

• …

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• …

Lessons LearnedWhat 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