Using the Flipped Classroom

Model in a Cross-Cultural
Dress and Textiles Course
Genna Reeves-DeArmond, Ph.D.
Oregon State University
International Textile and Apparel Association
Conference 2014

What is a Flipped Classroom?

Guidelines for Developing

a Flipped Classroom
There are two basic guidelines
Begin by asking yourself: Whats the best use of your face-to-face
instruction time?

Begin by defining the underlying concepts to be taught and the

learning outcomes that will be demonstrated.

but really
There is NO single way to flip your classroom.
Flipping the classroom is more about a mindset.

Introducing the Flipped Classroom in a

Cross-Cultural Dress and Textiles Course
Introduced on the first day of class and in the syllabus

Course Overview and Data Collection

Data collected from 63 students
(Fall term = 33, Winter term = 30).
Collected from Flipped
Classroom Reflection survey.
1-2 paragraph responses.
Analyzed for themes and
frequencies of each response
were calculated.

Student Reactions to Flipped Classroom:

Start of Term
Two most common emotions:
Excited (n = 19, 30.1%) and nervous (n = 11, 17.4%)
Greatest concerns:
Having to talk and/or participate in class (n = 13,
20.6%)
Time management (n = 7, 11.1%)
Increased amount of work (n = 6, 9.5%)
Adapting to a new learning style (n = 6, 9.5%)
Most valuable aspects:
Convenience of and control that they could exercise
over the video lectures (n = 20, 31.7%)
Seventeen students (26.9%) saw increased interaction
with classmates and more discussion time as an asset
to their learning.

Assignments: Video Lectures

Can curate or create videos
Options for curating: YouTube, Kahn Academy, TED
Talks, etc.
I created videos: Screencast-o-matic software
With a microphone headset
Recommended length of videos is 5-7 minutes
Students watched between 1-3 videos per week

Assignments: Video Lecture Quizzes

Each quiz
included 5-10
questions.
Students had
20 minutes to
complete the
quiz.
Students had
20 minutes to
create a
concept map
and review
with classmates
prior to the
quiz.

Quiz Review: Concept Map

Assignments: Group Discussion

Groups of 5-7 students were designated as class discussion
leaders for one weeks worth of reading
Tasked with creating a plan to facilitate and lead discussion

Assignment: Culture Commentary

Student Reactions to Flipped Classroom:

End of Term Did Students Like It?
Final Opinions about the Flipped Classroom:
The majority of students (n = 39, 61.9%) liked the
Flipped Classroom.
10 students (15.8%) reported that they did not like
the Flipped Classroom.
14 students (22.2%) had mixed feelings.
Actual experience of the Flipped Classroom was
more positive than initially anticipated; 32 students
(50.7%) stated that they started out with anxiety and
a negative outlook regarding the Flipped Classroom
but changed their mind and began to like it.

Student Reactions to Flipped Classroom:

End of Term
What Students Liked
Enjoyed having more interaction with classmates/class
discussion (n = 46, 73.0%)
Convenience of video lectures and the control that
could be exercised in watching them (n = 29, 46.0%)
What Students Didnt Like
13 students (20.6%) expressed that it took a significant
amount of time to get used to this new learning style.
The learning activity with the steepest learning curve
was watching and taking notes from the video lectures;
eleven students (17.4%) cited this as a difficulty.
8 students (12.6%) felt uneasy about not being able to
ask questions while watching video lectures and, a
result, didnt fully understand some information.

Instructor Reflections:
Benefits of the Flipped Classroom
Students form a more tight-knit learning group when
given a model in which they are encouraged to help
each other and learn together.
Students become more active learners.
Formed better relationships with students.
More enthusiasm and effort put forth.

Student Reactions to Flipped Classroom:

Student Comments Associated with Benefits

I liked that I could pause, or watch certain parts again. Often in class lectures the
teacher goes pretty fast and I miss out on important concepts. If I did that with the
flipped classroom then I felt it was my own fault and there was no excuse to have
missed.

It kept the material exciting and knowing that each day would be a little different
made me look forward to coming to class.

If class had to be canceled we did not get behind with the material because
everything could just go online and we could do the work there, making it
convenient for both the professor and students.

At the beginning of the term I was slightly nervous about the flipped classroom. I
do not usually raise my hand in class because I am a shy person so initially I was
turned off by it. I quickly realized there was nothing to be afraid of.

As an international student, I usually face difficulties with taking notes during class
lectures because I could not catch some of the words. I would be too embarrassed
to ask the instructor. With this method I had time to stop and repeat the lecture.

Instructor Reflections:
Challenges with the Flipped Classroom
Teaching students how to watch the video content for
comprehension
Need to tell them to take notes
Easing nerves about a new classroom model
Maintaining standards for assessment while balancing
consideration for students becoming used to a new classroom
model
Giving individual attention in a larger class
Students can often be left waiting if needing to ask a question
Student attitude counts for a lot!!
Perceive as extra work or simply refuse to buy in

Instructor Reflections:

Student Comments Associated with Challenges

I really wasnt sure why the classroom needed to be flipped,
since all of my other courses at OSU are not flipped and they
seem to be just as successful as this course.
It took me a lot longer to listen to the lectures and take notes.
I thought it would be nice to listen to the lectures on my own
time, however I found that I prefer to have a scheduled class
time to listen to lectures.

Thank You!
Flipped Classroom Resources

www.flippedlearning.org