# A Lesson Learned from Course Re-Design for Flipped classroom

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3 self-ratings of students abilities in a software engineering course at Miami University (Ohio), and showing a significantly higher success rate on the exam problem in linear algebra course at Franklin College (Indiana).[2] Our study shows somewhat different. The passing rates (letter grade of A, B or C) in Elementary Statistics and Developmental Math courses are increased (Table 2, 4 and 5), and the passing rates in Calculus 1, College Algebra and Math for Liberal Arts are decreased (Table 1, 3 and 6). The overall passing rate among these 5 courses decreased 8.4% from 52.9% to 44.5%. Some study show that students perceptions of the flipped classroom are somewhat mixed, even are generally positive overall.[1] Our study shows the similar results for the first couple of years. The major complain during the semester was mistakes in quizzes and tests. We haven t got that much complains after we produced our own content materials, even there were still some mistakes. We will discuss other students response in the next section. Hasan describe that students could not perform any of the typical tasks successfully on some selected websites.[2] We had the similar situation in somewhat different reason. Since the online quiz result is counted in a portion of student s course grade, 3 attempts on the quiz encourages students do pre-study of the content before the in-class meeting. At least that was our intention, but it turns out that many students just did the quiz 3 times without studying and came to the in-class meeting, since we used the same question pools for each quiz. When a student retakes a quiz, the numbers in the quiz are changed randomly. But the question wordings are exactly same, so many cases students can guess what the right answer is after a couple of trials. When they don t get enough information during the in-class meeting, they get a bad scores on the lecture test, which is given only one time at the end of each in-classroom meeting. The comparison of course grades assigned to students between and are illustrated below. Math2413 Calculus 1 Total 05S F S F S F S F % 16.5% 23.3% 6.5% 15.5% 25.1% 11.2% 15.2% 15.5% 11.6% 22.0% 24.5% 4 2 Table 1 Math1342 Elementary Statistics Total 05S F S F S F S F % 19.9% 19.2% 9.3% 15.3% 22.7% 10.8% 27.8% 24.7% 13.9% 15.7% 7.0% 4 2 Table 2 Math College Algebra Total 05S F S F S F S F S % 16.4% 19.0% 10.8% 20.3% 22.7% 5.8% 14.1% 18.3% 15.1% 30.8% 15.9% ISBN:

4 Table 3 Math0421-Developmental Math Total 05S F S F S F S F S F % 16.3% 23.3% 13.6% 27.8% 11.7% 4.1% 18.2% 29.8% 11.5% 25.8% 10.5% Table 4 Math0422-Developmental Math Total 05S F S F S F S F S F % 18.2% 27.1% 15.5% 21.0% 11.5% 3.6% 18.8% 27.2% 15.9% 24.6% 9.9% Table 5 Math1332 Math for Liberal Arts Total 05S F S F S F S F S % 27.2% 23.8% 8.9% 14.7% 7.8% 6.4% 18.0% 21.4% 16.5% 24.0% 13.7% Table 6 4 Discussion The three major students complains in their course evaluation at the end of each semester are: 1) There was no lecture. I don t like online course. 2) The online lesson is not enough and I want to see more examples. 3) I had to study! Even we provide lecture videos, some students expected traditional lectures during in-class meetings by their instructors. And many of them didn t watch the online lecture videos. For some students the online examples are not enough, and wanted to have more. One of the reasons for this type of complain is that the instructor always asked students if they have any question regarding the assigned contents, and gave the explanation first if ISBN:

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