Flipped-classroom

My Experience with a Flipped Classroom

My flipped classroom

ALL lectures are made available in advance as videos and ppt files through virtual learning environment (VLE).
Before coming to class, as mandatory home work, students learn the chapter/topic by watching video lecture and using the textbook.
In the class, there will be a short lecture to revise.
In the class, students solve tutorial problems in groups with my help. [solutions not provided]
In the tutorials, detailed and immediate feedback to students engaged in solving tutorial problems.

Why did I do it?

Student feedback: “we don’t want to listen to you over an hour, we would rather use that time to learn by solving problems”.
Proven model: now used in many schools, especially in USA.
Personal reasons: lecturing is boring, interacting with students during tutorials is fun.
Scalable and can be spun-out to distance learning courses, CPD, etc.

Key benefits

Active learning: students are better engaged & prepared and not just passively listening/noting.
Individual attention: Easily possible to modulate my time where its needed.
Personal satisfaction: I get quick feedback on students’ progress.
Saves energy: long lectures are very exhausting vs. short lectures + tutorials.
Flexibility: Lengthy classes are possible. Use of lots of breaks (informal environment). Team working.

What do students think?

A vast majority (>80%) students like this style a lot, leading to two awards. Student recommended this style to other lecturers.
Student feedback comments included:
“lecture layout is especially good (video lecture in own time and summary and tutorial in class).”
“Dr Patwardhan ... actively tries to help us in tutorials and is very good at giving us helpful info to solve questions.”
“it is great to have lecturers as enthusiastic as Dr. Patwardhan.”
“the structure of your class has come out as the best from all of this year’s classes. Students are particularly keen on the video lectures while still having the benefit of a mini lecture that tends to clear up any remaining problems.”

Issues and challenges

Fear of even the thought of recorded lectures and “Imaginary” IT obstacles.
Permission from the department/teaching director.
Small number of students don’t like it because they don’t want to be pro-active - “how can we learn if we are not even given proper lectures?”.
Lack of resources: This style of teaching requires flexible seating – very few such rooms available in the university for 100+ class sizes.
Reminding students why we are doing this and keeping the right pace.
Need to “poke my nose” in students’ workings.