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Introducing a flipped classroom for a statistics course: A case study

One of novel ideas in teaching that heavily relies on current technology is a “flipped classroom” approach, or “inverse teaching”, when teacher makes on-line lesson, using some of available technologies, students need to watch the lesson and eventually do some exercises before physically coming to the classroom, and then there could be deep and creative discussions when teacher and students physically meet. The classroom time should typically (and ideally) be used for problem solving and discussions. This has inspired us to experiment with this approach on the statistics course for fourth semester students of Media technology. The results of our experiment revealed some strengths and weaknesses of this instructional model. We conclude that the flipped classroom can be beneficial for students if it is based on a careful design.