Insights into the Flipped Classroom Mok Heng Ngee

What is it? Flipped or “inverted” classroom Motivation: – Classroom lectures are passive and boring – Would rather spend classroom time on active learning activities

…What is it? Traditional: – Classroom time: lectures – Outside class: homework Flipped: – Outside class: lectures (usually videos) – Classroom time: active learning activities

…What is it? Implications: – Much more time for active learning activities – Does NOT mean more time required by students – Requires much more preparation by instructors – Students MUST attend the virtual lectures before class!

What I did Context: – IS Year 1 Term 1: IS200 (programming I) – IS Year 1 Term 2: OOAD (programming II) – Both are core courses; IS200 is prereq to OOAD 2 major components in OOAD: – Programming – Program design principles

…What I did Term 3A this year: – 1 section of 44 students for OOAD Half of them are repeat students Half of them are doing it for the first time (they repeated IS200 in term 2) – Student makeup: not-so-talented programmers

Traditional OOAD Lesson During class: – Lectures interspersed with short programming exercises After class: – Longer programming exercises as homework, with model solutions (ungraded) Additional exercises: – Individual programming project (ungraded) Assessment: – Written quizzes, Lab tests, Written exam

My Strategy Before class: – Watch video lectures – Complete self-check quiz (about 4-5 MCQ/short answer questions) in eLearn During class: – Any questions? (15 mins) – Pair programming (1.5 hrs) – Debrief for pair programming (15 mins) Other class activities: – Project presentations & critique – Short lecture on design principles + exercsies

…My Strategy Assessment: – Similar: Written exam (30%). Lab Test (30%) – Additional: Team programming project (30%) – Additional: Participation (10%)

Preparation Videos: – Prepared videos for 2/3 of the course lectures (programming topics)  YouTube ( Self-check Quizzes: – Prepared quizzes for each video clip in eLearn Programming Exercises: – Compiled the in-class programming exercises + homework programming exercises

Implementation First session: – Course admin – Briefed students on FC & PP – Traditional lecture (design topic) Subsequent sessions: – Flipped classroom Last few sessions: – Project work

Feedback

…Feedback

Limitations & Validity Section comprising group of special students Done during term 3A – with very intense schedule

Plus-Minus-Interest My observations: – Students come to class prepared – Students become more responsible for their learning – Diligent students use the videos as an “equalizer” – Fewer students get lost in class – Students are really engaged during PP sessions More time for active learning activities that really engage students Reusable Scalable Inexpensive

Plus-Minus-Interest Challenges: – How do you ensure that everyone Really watches the video lectures? And understands all the contents? – Preparatory time Clarity of lectures in videos matters – Resistance to change

Plus-Minus-Interest Videos could be supplemented with other materials Particularly suitable for certain kinds of courses: – Fact-heavy & tedious content – Content that requires “digestion” (e.g. algorithms) Search for videos that you can “reuse”?

Call for Action Try incrementally instead of “big-bang” – Avoid perfectionism Lots of ideas for active learning activities available Get feedback from students and refine Keep in contact :)