This document summarizes a study that explored faculty and student experiences with flipped classrooms across different disciplines. The study investigated how instructors implemented flipping, how technology was integrated, student perceptions of value, patterns among instructors, and recommendations. Key findings include: students generally valued flipped aspects but sought more guidance; instructors progressed in facilitating flipping over time; and design principles for effective flipping include providing preparation incentives, assessments, clear connections between in- and out-of-class activities, structured guidance, sufficient time, community building, feedback, and familiar technologies.

1. Exploring Faculty and Student Experiences
in the Flipped Classrooms
Min Kyu Kim (University of Southern California)
So Mi Kim (University of Georgia - Athens)
Otto Khera (University of Southern California)

2. Exploring Faculty and Student Experiences
in the Flipped Classrooms

3. Background| 2
Need To Solve the Real-World Problems
• Problems are featured in uncertain and complex contexts.
• Learners needs to be active and responsible for their learning.
• What kind of learning environments? .
Transformation of Teaching and Learning
• Student-Centered & Active Learning
• Technology integration focused on the middle area / “blended”
environment
F2F
BLENDED
Online

4. Flipped Classrooms| 2
What is a “Flipped Classroom”?
Source: http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
Our “Open” Concept of a Flipped Classroom
The “Flipped Classroom” is defined as a rearrangement of student-centered
learning activities by means of “flipping” conventional or existing events, both
inside and outside of the classroom and supported by digital technologies.

5. Research Questions| 2
Goals
To investigate:
(a) Different ways of flipping across disciplines
(b) How [effectively] technologies facilitated flipping classroom events
The Guiding Research Questions
• How do instructors interpret and apply “flipping” the classroom for their
course taught?
• How is technology applied and integrated into the flipped activities across
courses?
• What are the student’s perceptions of the flipped classroom’s value?
• What patterns emerge amongst the participating instructors?
• What recommendations emerge for the design of Flipped Classrooms?

6. Case Study| 2
Flipped Classrooms
Widely different methods of flipping in ENG, SOC, and HUM classes
Table 1. Flipped Classrooms
Engineering
(ENG)
In-class Problem
Solving
Lectures, Quiz
Social Studies
(SOC)
Project-Based
Learning
Lectures*, On-line
Collaboration
In-Class Activities
Problem solving in
small groups
Assigned
discussion time for
group projects
Out-of-Class
Activities
View online video
lecture, answer to
quiz, comments
on the videos
YouTube, LMS
Small group
project via LMS
Pedagogy
Flipped Events
Technology
YouTube, LMS,
GoogleDocs
Humanities
(HUM)
Self-/Co-regulated
Discussion
The Roles of
Instructor and
Students
The small group
discussion without
the presence of
the Instructor;
recording the
discussions
View group
discussions and
give comments
(Instructor)
Google Hangout,
Video Cam,
Dropbox

7. Case Study| 2
Flipped Events
Discipline
ENGINEERING
SOCIOLOGY
HUMANITIES
Out of Classroom
In Classroom
Online YouTube Lecture
Online Quiz
Annotation (Comment)
Lecture on the Selected
Annotations
Whole Group Discussion
Small Group Problem
Solving
Online YouTube Lecture
Links to Online
Resources
Online Collaboration
(via Google Docs, Google
Hangout.)
Lecture on the Weekly
Topics
Small Group Discussion
in Project Groups
Reviews on Student inclass Discussions
(e.g., Google Hangout
Records)
Small Group Discussion
without the Presence of
the Instructor

8. Research Methods| 2
Participants
3 instructors and 115 students enrolled in the three classes in the Fall 2012
Table 2. Demographics
Total
Gender
Class Year
Course
Taken
Enrolled
Responded
Female
Male
Freshman
Sophomore
Junior
Senior
Graduate
Yes
Total
115
41 (36%)
29
11
13
8
11
9
0
13
ENG
52
13 (25%)
9
4
12
0
1
0
0
2
SOC
48
24 (50%)
18
6
1
7
10
6
0
11
HUM
15
4 (26%)
2
1
0
1
0
3
0
0
No
28
11
13
4

9. Research Methods| 2
Student Survey
Composed with four parts: (a) Teaching Orientation; (b) Revised Community
of Inquiry (COI); (c) Use of Technology; and (d) Open-ended Questions.
Table 3. Sub-domains of the Revised Community of Inquiry
Type of
Presence
Cognitive
Presence
Definition
Example
Knowledge building
involving critical and
creative thinking
Challenging tasks, the cyclical process of
practical inquiry, and a multivariate measure
of critical and creative thinking
Social
Presence
Encouraging collegial
setting
Discourses among students and instructor
that promote positive affect, interaction, and
cohesion
Teaching
Presence
Instructional orchestration
appropriate to the
learning environments
Self- and co-regulation of
learning
Task sets such as organization, design,
discourse facilitation, and direct instruction
Learner
Presence
Self- and co-regulatory strategies that
marshal thoughts, emotions, motivations,
behaviors and strategies

10. Research Methods| 2
Faculty Reflection
• The Inverted Classroom events by using specific instances
• How they implemented the designed events
• How their students engaged in the events
Student Interviews
• Based on a Semi-Structured Interview Protocol
• Two Students (High/Low Performed) in the ENG class
Data Collection and Analysis
• During the semester, meetings with the instructors (8 times)
• At the end of the semester: the survey, interviews, and reflections
• Mixed Methods: Variable Analysis, Contents Analysis w/ RCOI Coding
Scheme as well as w/ theme-building approach (for design principles),
Legitimate peripheral participation as a metaphor to analyze the
instructors’ progression

11. Student Perception| 2
Overall Satisfaction
Teaching Presence (3.18); Social Presence (3.08); Cognitive Presence
(2.94); and Learner Presence (2.90). (4-level Likert Scale used)

12. Student Perception| 2
Design Framework Inferred from Correlations

13. Student Perception| 2
Highly Engaged in Higher-Order Thinking
When: (a) students receive appropriate guides and supports from the
instructors; (b) their learning is more regulated by self and/or other students.
Teacher! We need you
Students sought (a) greater facilitation in group activities and discussions;
(b) more guidance and feedback from the instructor; and (c) to be motivated
to explore diverse issues [explicitly] by the instructor.
Design and Facilitation to Enhance Collaboration
• Low and insignificant correlation was revealed (r=0.27 b/t Teaching
Orientation and Social Presence)
• Student-centered events per se were not related to building student
relationship.
• Elaborated strategies and facilitation appeared to be crucial

14. Instructors’ Participation| 2
Instructors’ Learning Trajectory
All valued the Flipped Classrooms (e.g., student engagement & problem
solving), but had differing learning stages.
Engineering Instructor:
Inbound >>> Insider
Sociology Instructor:
Peripheral >>> Inbound
Humanity Instructor:
Legitimate Peripheral*
(Creative approach)

15. Flipped Classroom| 2
The ENG instructor, who had prior flipped classroom experience (inbound
trajectory), actively reflected on his classroom assignments and continually
refined his strategies to enhance student engagement (insider trajectory).
Design Experiments:
When the first ~4 videos were sent, students were asked to view the
videos, provide comments/questions, and complete the quiz posted on
Blackboard. Points earned on the quiz were added to homework grades
and comments/questions were voluntary. Since submitting
comments/questions was voluntary, very few of them were received.
Furthermore, since most students answered the quiz corrections correctly, I
would simply move the next chunk of material in the class.
To foster more of interaction and connection between out-of-class and inclass activities, I required students to submit questions/comments on
YouTube by giving them points on homework assignments. This drastically
boosted the number of questions posted on YouTube and I used those as a
springboard for the next lecture. I did this for about 1 or 2 lecture periods
and students seemed to be more interested in the lecture (based on my
perception alone).

16. Flipped Classroom| 2
The SOC instructor underwent trial and error, and her students complained
about the lack of time to do the assignment and an inappropriate level of
guidance. However, she recognized the problems from the lessons and
developed improved implementations for future classes (moving from
peripheral participation to the inbound trajectory).
Learning by experience:
I plan to continue this project and tweak it along the way. The first thing that
I plan to do is have the process a bit more structured, especially on finding
data to address their questions. I may also narrow the assignment but so
that students can focus on issues in more depth. My biggest concern, as
noted above, was that I would have liked to spend more time working
directly with each group. I saw that as a key strength of the inverted
classroom project: what they typically do on their own can now be done in
class with more guidance. Hopefully with a smaller class this semester that
will happen.

17. Flipped Classroom| 2
The HUM instructor was classified as in the legitimate peripheral
participation because he simply took a new approach: experimenting a
self/co-regulated learning event without his presence in the class. It is hard
to define a stage in case someone is new to a topic (e.g., Flipped
Classrooms) but has general expertise in a domain (e.g., teaching).
Creative approach:
I would stress a note taker for the group, a historian even. One student
whose job is to observe the peer-to-peer interactions and the group as a
whole. This student could relay information back to the class come
discussion time of his/her observations and key points of discussion the
group came up with the further discuss with the class. It would even be
interesting if this student was dubbed a "silent observer" so that in each
group there is a student designated by the instructor to observe the group
without the group knowing who exactly is responsible for this job (A
student’s comment).

18. Design Principles| 2
1. Provide an opportunity for students to gain first
exposure prior to class
(Source: Vanderbilt Center for Teaching)
I watched online videos and looked up things on the Internet if I didn't
understand; I would look up information if I didn't originally understand what
he was lecturing on YouTube; In watching the videos, I can pause them, or
rewind when I missed something to need time to take notes (ENG
students).
I used the USC online library resource and PowerPoint along with the
Internet to complete the inverted classroom project (a SOC student).

19. Design Principles| 2
2. Provide an incentive for students to prepare for
class (Source: Vanderbilt Center for Teaching)
Online discussions (e.g., YouTube comments) with low-stakes grading
appear to have motivated many students to engage the learning
activities/assignments and problem solving.
When the first ~4 videos were sent, students were asked to view the
videos, provide comments/questions, and complete the quiz posted on
Blackboard. Points earned on the quiz were added to homework grades
(ENG instructor).
To foster more of interaction and connection between out-of-class and inclass activities, I required students to submit questions/comments on
YouTube by giving them points on homework assignments. This drastically
boosted the number of questions posted on YouTube and I used those as a
springboard for the next lecture (ENG instructor).
This would work if all students actually watched the videos before class so
that everyone is on the same page (a ENG student).

20. Design Principles| 2
3. Provide a mechanism to assess student
understanding (Source: Vanderbilt Center for Teaching)
Low-stakes quizzes and other forms of formative assessment appeared to be
effective in helping to prepare students for in-class activities.
Throughout the semester, students generally appreciate having the videos
and having more time to work on problems in class. Most students seem to
watch the videos once as I asked them to, but would usually not watch them
again for review.
Short quizzes (3-5 multiple choice questions) were created on Blackboard
for them to answer. Questions were intentionally made simple. Most
(~85%) students were able to correctly answer all questions
(ENG instructor).

21. Design Principles| 2
4. Provide clear connections between in-class and
out-of-class activities
Online content and activities should directly support and connect with the
associated in-class activities.
To foster even more interaction the last lecture period in this module, I still
required students to post questions on YouTube, but in class I had students
self-assemble into groups and had them answer each other’s questions that
were posed on YouTube. Groups were then asked to post their answer
back onto YouTube in a reply. I met with each group for about 5 minutes to
help answer any questions that the group could not. Based again on my
perception alone, this approach was much more interactive and provided a
closer integration between out-of-class and in-class activities.
The main issue encountered was to find ways to better integrate/coordinate
the out-of-class work with the in-class work. Towards the end, I think I
found a reasonable solution by 1) requiring students to post
questions/comments and 2) spending time in class having the students (as
opposed to me) answer each other’s questions (ENG instructor).

22. Design Principles| 2
5. Provide clearly defined and well-structured guidance
Students required clearly defined and well-structured guidance and scaffolding
on flipped classroom activities.
The project would be more clearly outline at the beginning of the class, so
we understood the steps we should be taken / the paper should have more
clear, different sections. I did not understand the whole concept well enough
at the beginning (a SOC student).
There should have been more specific goals for each day of in class work
to focus the groups' discussions (a ENG student).
Even though the concept of the "inverted classroom" project and the
deadlines for the project and the fact that we were to use class time to work
on specific things were clear, what the actual project should have looked
like when we were done was not (a SOC student).
I would like to get informed of more clear deadlines and more technological
support (a HUM student).

23. Design Principles| 2
6. Provide proper time for students to carry out the
assignments
In-class activities should be designed with appropriate time to apply the
knowledge, information, and skills class students acquire out of class.
Out of class:
Time Constraints - more time outside of lecture is necessary in order for this
to be beneficial - it is difficult to ensure that everyone can have access to
internet to watch the videos before lecture (a ENG student).
The timing of when the videos were posted was occasionally not at an ideal
time (a ENG student).
In class:
More time to ask questions and discuss the content (a ENG student).
As related to the assigned group presentation, giving us at least 4 full class
meetings to meet with our groups and work on our parts would be
necessary. Otherwise, there is no point in giving us any time at all in class
as the time provided does not allow for any progress to be made
(a SOC student).

24. Design Principles| 2
7. Provide facilitation and guidance for building a
learning community
Especially since group work continues to be a universal challenge, there
should be well-prepared facilitation and guidance for student collaboration.
In-class group work appears to be difficult for many students (i.e. group
dynamics, roles and levels of participation, and satisfaction with grading
schema).
Social anxiety - The initial peer interactions could have been facilitated so
that there were icebreakers. Students should be encouraged the share their
opinions freely. This proved to be difficult in the first few interactions
regarding the first assignment (a HUM student).
I didn't really enjoy this project because I felt like my teammates and I
weren't exactly on the same page, but it was very difficult to all get us on the
same level. There was a pretty unequal distribution of work, and the project
is set up so that it's really hard to have equal participation (for
example, some sections of the paper are a lot easier to answer than others)
(a SOC student).

25. Design Principles| 2
8. Provide prompt and adaptive feedback on group
and project work
Students needed greater and prompt feedback for various reasons including
improved group work and/or to connect the in-class problem-solving
activities with the out-of-class preparation.
I watched online videos and looked up things on the Internet if I didn't
understand; I would look up information if I didn't originally understand what
he was lecturing on YouTube; In watching the videos, I can pause them, or
rewind when I missed something to need time to take notes (ENG
students).
I used the USC online library resource and PowerPoint along with the
Internet to complete the inverted classroom project (a SOC student).

26. Design Principles| 2
9. Provide technologies familiar and easy to access
It appeared to worth using familiar and easy to access technologies and
establishing acceptable standards for the development and delivery of online
content. For example, a student in the ENG class said “The videos should be
shorter and on a specific topic with more enthusiasm.” In the SOC class, a
student observed some of the disengaged students clearly tuned out from
their group members during the in-class activities, spent even more time on
technological distractions than usual.