What are the outcomes of the Excel flipped classroom model?

A many of the recent posts have been around expanding what a flipped classroom model might mean as an alternative to a traditional delivery session. This design was based around developing lower order learning skills in being able to use Excel to complete three distinct tasks. The intention being to ensure people have the required skills, and are aware of the help routes. In addition, make sure those who attended the face to face session are for those who need the help, so aiming to use the pre-session online tasks to filter out those who can complete the tasks, and therefore, do not need to appear.

From the perspective of the session facilitator the learning model was effective;

  1. 75% of the group where signed off with the skills before the taught session. So they did not needing to attend
  2. the taught session was reduced from two hours to one hour
  3. 5 people attended the face to face session, and could get direct / personalised help. Infact, 4 out of the 5 had completed most of the tasks before they attended
  4. using the marking criteria (rubric in Blackboard VLE) it took a maximum of 1 minute to assess and mark of each submission
  5. the learning materials (spreadsheet, and support videos) and version on the design as been re-used on another course, so reducing future authoring time

I have received some feedback from the students on the experience, only 3 … so take with a pinch of salt 🙂

Two out of the three strongly agreed their knowledge and skills of using a spreadsheet to calculate descriptive statistics (mean, mode, media, standard deviation), plot bar charts and scatter plots with trend lines had improved since completing the online activity. When asked why, a response was “because the activity was explained step by step I didn’t miss anything out and so was more confident with the end result”

When asked, would they prefer attending a one hour workshop or completing the task online, interestingly, two out of the three said they would prefer attending the face to face session. The rationale being feeling an expert would answer questions, re-assure them and help them find short cuts. So, the question would be, within this design and cohort how can we build support networks? The hope would be they’d support each other.


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