A Case Study of Flipped Classroom Model in Engineering and Business Higher Education in Bangladesh

Abstract

Industrial revolution spurred standardization of education and digital revolution fosters customization of education. Digitalization intertwined with the Internet and social networking drives the education platform towards a more student-oriented (self-paced) and problem solving learning environment. This study analyzes the implementation of flipped classroom learning model, in signals and linear systems course and in marketing management course at United International University. In this model, students access asynchronous online video lectures outside the classroom and participate in in-class learning activities assigned, facilitated and assessed by the teacher. Application of this model requires continuous online access and pre-class preparation by students. It explores the potential of extending the learning platform outside the classroom by course website and expands the scope of teacher – student and student-student communication by course forum. This model brings more rigor in the course content and design in addition to scope of covering more content by developing lectures online and freeing up the class hour for learning activity and assessment. It may create extra course load for the students and create resentment about the flipped learning model. The case study extracts several critical factors in teaching staff such as tech readiness, project/problem solving oriented design, and factors in students such as tech savviness, self-starter for a self-paced course design as imperatives for successful implementation of the model. The study recommends institutional measures (curriculum redesign, continuous and activity based assessments strategies, technology integration) to help enable the teaching staff and students with skills and attitudes necessary to scale up the model university wide.