P a g e 101 | 239 Since the in-class flipped classroom delivery is non-traditional, I find it important to know students’ view. 99% of them accepted the flipped classroom learning. There is 1% of students admitted that it was OK. What do you think of the answers you get from all the activities in class? Closure after each class: • 51% get VERY CLEAR ANSWERS AND CLARITY • 43% get FAIR ANSWERS AND UNDERSTANDING • 6% get SOME answers and LEFT UNKNOWN Having activities conducted weekly during in-class flipped classroom requires effort. This includes planning for the activities and closure that are aligned with the learning objectives. Planned activities include the activity itself, the way to run it, assessing the work, and finally a clear wrap-up/closure. ➢ I learnt from previous years that feedback should be made clear right after the activities itself. Prolonging the feedback will be less impactful. Therefore, giving them immediate feedback is what I have been practicing. ➢ From the feedback it presents that 51% get a clear answer, while 43% get a fair answer and 6% are left with unknown answers. I realized this happen due to the class size which is big this semester which is between 60 to 80 students. It is challenging to conduct activities and then give immediate feedback as students’ answers varies so does their level of understanding. ➢ It is also tough to give close guidance when the class is huge. I am unable to attend to all answers and questions. Therefore, I have created groups with students of different performance levels. Each will group will have mix gender; a mix of high achievers, mediocre and weak ones; different countries etc. I arranged the students in small groups or in pairs depending on the type of activities.
P a g e 102 | 239 What is the main reason coming to class weekly? Why DO my students come to my class although there is no traditional lecture, and full of cooperative learning activities? • 70% admitted that they come to class to GAIN KNOWLEDGE & LEARN BETTER • 17% admitted that because TO NOT GET ZERO for the summative assessments. • 13% admitted that they come TO LISTEN TO LECTURE I thought that they come to most of my classes to make sure they get decent coursework marks. I was surprised when majority of my students admitted that they come to class for knowledge and to learn better from what they have read. About 70% of my students admitted that they come to class to learn and grasp new knowledge! This is something I treasure most and making me want to give more. What do you think of the way weekly activities is being evaluated? Assessment weekly: • 59% find the weekly activities evaluation (summative assessment) was INTERESTING • 39% find the weekly activities evaluation (summative assessment) was GOOD • 1% find the weekly activities evaluation (summative assessment) was FINE • 1% find the weekly activities evaluation (summative assessment) was VERY POOR
P a g e 103 | 239 I learnt that some students do not like the idea of peer review. Nevertheless, this is from the voice of 1% of students. The other 98% of students has accepted the peer review exercise. I will continue to conduct peer review activities. Probably with some improvements. This is to ensure that we have enough time to wrap-up the topic being discussed and for me to be able to clear any misconceptions and misunderstanding at the end of each class. Nevertheless, I need to ensure that students do not cheat and take the marking exercise seriously. What is your view on peer review? • 48% says its USEFUL • 37% says its FAIR ENOUGH • 15% says NO COMMENT What is your view when another give marks to your work? Due to the fact that 1% of students does not like the peer review exercise, they were then asked to how they feel when activities are marked by another colleague: • 44% find it GOOD when their work is marked by colleagues. • 31% find it FINE when their work is marked by colleagues. • 25% find it OK when their work is marked by colleagues.
P a g e 104 | 239 The feedback shows that not everyone prefers their work to be marked by another colleague. However, the peer review marks are integrated with marks given by instructors/facilitator. What are your comments on the activities given in flipped classroom There are many collaborative and active learning activities are part of summative assessments and ‘assessment of learning’. Their view on the activities given: ➢ 75% mention that the exercises are VERY USEFUL TO UNDERSTAND THE TOPIC BETTER ➢ 23% mention that the exercises are GOOD TO UNDERSTAND SOME PART OF THE TOPIC ➢ 2% mention that the exercises HELP THEM TO STAY AWAKE IN CLASS When asked about the exercise given weekly (summative assessment), majority (about 98%) admitted that they do it for better understanding. I was surprised as I thought students are doing it for the sake of getting marks. None is doing it just for the sake of getting marks. Nevertheless, there is about 2% admitted that they are doing the activities to stay awake in class. As long as the students learn, I am fine with it. Why do you engaged with the weekly activities during in-class flipped classroom? ➢ 74% mentioned that it is to GET BETTER & DEEPER UNDERSTANDING
P a g e 105 | 239 ➢ 20% mentioned that they PREFER HANDS-ON LEARNING rather than TRADITIONAL LECTURE ➢ 6% mentioned that they LEARN BETTER THROUGH IN-CLASS ACTIVITIES and GROUP WORK When asked about what they like about the activities given weekly, it was interesting to know that majority of them are doing it to get a better and deeper understanding of the topic. Another 20% are those who prefers hand- on-learning (kinesthetic learners) instead of listening to lectures. While 6% mentioned that they learn better through activities and group work. What do you think of the TEST 1 and TEST 2? Students’ comments on the TEST QUESTIONS: ➢ 3% mentioned that it was EASY, as IT WAS RELATED TO MOST LECTURES and ACTIVITIES ➢ 85% (MAJORITY) stated that it is OK, BUT THEY ADMITTED THAT LACK OF PREPARATION ➢ 9% mentioned that it was DIFFICULT, and they COULD NOT RELATE TO LECTURE and ACTIVITIES ➢ 3% mentioned that it was DIFFICULT, since they MISSED SOME CLASSES When asked about TEST 1 & TEST 2, majority mentioned that the questions were fine, but they should and could have been more prepared. Interestingly, about 9% mentioned that it was difficult, and they could not relate to the lecture and activities given. Another 3% find it difficult as they missed a few classes (that is unavoidable). It is difficult to grasp my test if students missed even one class. And another 3% find my questions are easy as they could relate to my lecture notes, lecture, and activities. That’s the good one perhaps!
P a g e 106 | 239 What is the strength of this course? Word Cloud on the strength of this course The word cloud presents students view on the course I am teaching. Majority of them pointed that the lecturer style of delivery is one of the key points. This is related to the flipped classroom that I conducted throughout the semester. This is also related to students’ acceptance of flipped learning, which include coming to class prepared. Nevertheless, students admitted that the knowledge that is being transferred throughout the learning of this course is also one of the major strengths of flipped delivery that I imparted. They managed to grasp a lot of knowledge in class, outside class and from the activities conducted. The 3-major strengths highlighted are learning styles, lecturer’s delivery and knowledge gained. These concluded that students enjoyed the flipped classroom learning, as well as active and collaborative learning. Majority of the students appreciated the assessments, knowledge application, case studies, teaching style, evaluation techniques, interesting classes approaches, conducive environment, and effective activities.
P a g e 107 | 239 Students conduct personal learning independently before coming to class What do you think of the materials given for each topic weekly on e- learning? Different types of flipping materials are put up on e-learning. This includes interactive slides, videos, applications, quizzes, virtual simulations and more. This intention is that students be prepared and understand the fundamental concepts before coming to class. Students’ view on the materials given: ➢ 63% mentioned that the materials are VERY INFORMATIVE and ATTRACTIVE ➢ 31% mentioned that the materials are INFORMATIVE ➢ 6% mentioned that the materials are USEFUL BUT NEEDS IMPROVEMENT Since I conduct flipped classroom learning, having good materials that are uploaded ahead before class is critical. I admitted that my materials are not that engaging and interesting and there are many rooms for improvements. Therefore, getting feedback from students concerning the materials (pre-class) is important for my knowledge. The feedback has shown that about 94% of the students stated that the materials are informative. Another 6% pointed that the materials should be improved. I admitted that
P a g e 108 | 239 materials that is prepared before class needs a lot of improvements. This includes high quality materials and various options for each topic that students can refer to. Do you access the materials before coming to class? ➢ 70% of the students came prepared before coming to class (embracing flipped classroom) ➢ 30% are not prepared (Expecting traditional learning) The results whether students embrace flipped classroom could be seen from this result. About 70% of students will come to class prepared, while another 30% came unprepared. I believe that the 30% who came unprepared has their own reasons, 2 major factors based on feedback received are: ➢ Students expecting traditional learning. ➢ Not interested with the low-quality materials Motivation for accessing materials before coming to class? When ask the motivation coming to class prepared, some of the factors include: ➢ 23% access the pre-class materials to get better understanding before class. ➢ 21.5% access the pre-class materials to participate in the in-class collaborative and active learning activities. ➢ 21.5% access the pre-class materials for knowledge. ➢ 15% access the pre-class materials to ensure that they can answer questions whenever their name is called in class.
P a g e 109 | 239 ➢ While the remainder of 19% did not embrace flipped learning and choose to not access the pre-class materials and attend class unprepared. Reason for coming to flipped class unprepared. Reason for NOT embracing flipped classroom (came to class unprepared): • 41.5% flipped classroom learning style and attend class prepared. • 34% have no time to prepare and access the materials. • 20% do not understand the materials and/or find them too complex. • 5% still prefers listening to long lecture. What is your feeling before coming to this class? Students’ FEELING before coming to my flipped classroom: • 35% feels very excited and motivated. • 57% wants to come and learn. • 8% come to class to get marks (summative assessments)
P a g e 110 | 239 Which topic do you like most? Topic students like most: • 26% likes Social Network Analysis • 25% likes Taxonomy & Ontology • 15% like Knowledge Mapping These are the top 3 topics which are preferred most. I realized that these topics has good learning materials. The resources prepared include visualization where students could view the network map, ontology, and knowledge maps. By viewing the final map students could visualize the output of their work. This is also contributed to the fact that they had previously learnt how to map (mind-mapping). Many students have also the experience of mapping for data representation. The students are also keen to work with data, information and knowledge management that requires a lot of data visualization in their near future (e.g., auditing companies). Flipped classroom materials and resources that are preferred by students.
P a g e 111 | 239 Topic which is the most difficult? Topic that is difficult from students’ feedback: ➢ 40% find knowledge-based systems topic as most difficult. ➢ 29% find knowledge assessment as most difficult. In teaching, I also find that these 2 topics are difficult to teach. These are topics that requires deep understanding. Students need to read, understand, and then apply it to different case studies. Without reading and deep understanding, it is going to be difficult for students to apply it to cases. Students find these topics as difficult to visualize, confusing, and complicated. This is where I know that I have to create better flipped classroom materials for better comprehension. In 3 words, describe your experience in this class. Word cloud - Students experience after completing the course.
P a g e 112 | 239 The word cloud presents students’ experience after completing my course. They find it interesting, fun, good learning experience, great activities, good lecturer, and meaningful learning activities. They gained knowledge related to the course learning objectives and find it as useful and beneficial.
P a g e 113 | 239 4.1b STUDENTS’ EVALUATION In UTP, students are given the opportunity to evaluate every lecturer through a survey tool known as the Student Self Reflection Tool (SSRT). It is a form that students will rate every lecturer based on their following criteria: ➢ Quality of presentation ➢ Knowledge on subject matter ➢ Interaction with students ➢ Ability to sustain students' interest ➢ Pace of instruction ➢ Value of activities and exercises The full rating mark for the SSRT evaluation is 7. The following tables are showing the rating that I have received from students since May 2013. I am grateful to receive rating of 6.6/7.0 and above in each semester. I am grateful and it motivates me to do better every semester. Personally, the rating says something about you and the way you teach. I always wanted to deliver the best knowledge in the best possible way. I want the knowledge to be able to bring my students to a greater height. Through SSRT rating I feel appreciated, and it motivates me to do better each year.
P a g e 114 | 239 My SSRT rating from students from May 2013 till May 2017 In 2014 till 2016 I have started flipped classroom in stages. I have started with one topic then a few topics and the topics was more in 2016. In 2017, it was the first year I conducted full flipped classroom. This means that students are not attending lecture to my class, but it is full of collaborative and active learning throughout the semester. I was pretty nervous when I started the full-flipped classroom approach starting May 2017 semester. Although there are room for improvements, I was glad that students found the flipped learning to be useful. Here I am sharing some of the SSRT ratings given to me with interesting remarks in 2017.
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P a g e 117 | 239 More Student-self-reflection tool (SSRT) survey results Starting January 2018, the Student Self Reflection Tool (SSRT) survey has been revised with 8 questions as shown below. The questionnaires items have been revised to gauge student centered learning implementation that has been implemented university wide. The new SSRT items starting 2018 in line with the student-centered learning implementation UTP-wide.
P a g e 118 | 239 The SSRT results has a perfect score of 5.0. Starting January 2018, I was glad that most of the semesters it was 4.5 and above. In 2020, I scored 4.4/5.0 which is the lowest of all. I realized that this is the challenging time during COVID-19 pandemic and the starting of Movement Control Order (MCO or PKP). I was glad that the score was 4.4 that shows students ability to adapt to online/e-flipped classroom. I understand the struggles of being fully online - internet connection, house surrounding, distractions, stress and many more. For each question in the SSRT, I achieved 4.5 and above rating which is a good indicator that my flipped classroom delivery was well accepted. However, in January 2020 semester I received the lowest point for Question 6 which is 4.10/5.0 score. The item is measuring students’ ability to connect my course with other courses that they have taken or currently taking. I assume that being fully online reduced the ability to build deep learning. Therefore, students struggle in connecting the course with any other courses. With the absence of physical flipped classroom, students are mostly surface learners, and it was difficult to produce deep learners. My SSRT rating from students from January 2018 till September 2022
P a g e 119 | 239 Some of the comments and rating by SSRT questions during September 2022
P a g e 120 | 239 4.2a TESTIMONIALS FROM STUDENTS & ALUMNI Some meaningful notes from students of different semesters to me. I cherish their words as it motivates me to deliver and do better. I remember many of them and I know they will excel and become successful people in their own ways. I will always be a proud one that cheer along the way. Amar Suffian, 2018 https://www.youtube.com/watch?v=iyW4XqCJOgg&t=2s Amirul Asraf, 2018 https://www.youtube.com/watch?v=H1JgKhQpRzc Mimi Azlina, 2021 https://www.youtube.com/watch?v=oa3nnsPPZPA
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P a g e 122 | 239 Some thoughtful notes that I often kept for the album Mifrah Ahmad, Class of 2014. She just completed her PhD Viva in Melbourne University, Australia . Maryam, Class of 2017. She is currently finishing her master’s thesis.
P a g e 123 | 239 Students’ Feedback and Notes collected from Students of January 2019 This was collected back then, in my TEB1133 Class that I taught in January 2019. Thanks to my students who always push me to be better in many ways possible. Reading their comments and notes for me it brings tears to my eyes! I wish and pray that they will be successful in many ways possible. Whatever I have taught them may it brings them to a greater height. January 2019 memories in TEB1133 class and one of the best groups.
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P a g e 126 | 239 This is my class of May 2019 TEB1133 Course. They are my source of pillar that makes my flipped classroom enjoyable, fun, interactive and alive. Thanks for making me a better lecturer each time each semester. I will keep the memories of how they commit to my flipped classroom forever. Thanks each and every one of these beautiful souls that I once call my students. Class of May 2019 TEB1133 Course
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P a g e 129 | 239 The testimonials I collected from my flipped classroom courses (various subjects) I taught in 2022 I just love reading comments from students of various cohorts, semesters, and courses. It is like an icing on my cake that wants me to teach better and impart knowledge more in greater ways possible.
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P a g e 132 | 239 Testimonials from my Online Distance Learning (ODL) Class with Masters’ Students of various courses This is where I conducted online flipped classroom teaching and learning with my postgraduate students who are mostly working matured learners. Classes are mostly conducted online, from 8pm to 11pm. It was tiring but the online flipped learning gives a great deal of opportunity to keep going despite all of us working 8am – 6pm during the day. It was challenging as working adults and young parents who have to attend night classes. Yet it was all worth teaching these group of ODL students. I salute them! Testimonials TAM5023 Online Distance Learning Masters students September 2021
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P a g e 134 | 239 Testimonials from my project-based course. I became close to most of my project-based students. We often meet one-to-one for discussion, prototype testing, discussions, trainings and many more project-related activities. We meet face-to-face, online or in groups weekly. We chat and text when there are urgent issues. We remind each other about project milestones and slipped timelines. Some parts might fail and that is when we work hard to get things right back again. As project is very hands-on and involve stakeholders, we learnt a lot from each other. We learn together and many times I learnt a lot from my students. They taught me about latest technologies, new methods and how to tweak certain things. That is why these students become very close to my heart. Some of the testimonial’s videos throughout the years Quah Min Kee, 2019 https://www.youtube.com/watch?v=gWOy8GTIg8s Nurul Miza Hishamuddin, 2020 https://www.youtube.com/watch?v=68MJo5rPT4A
P a g e 135 | 239 Sarah Lisa, 2021 https://www.youtube.com/shorts/HVPgNn0aCg4 Fiona, 2019 https://youtube.com/shorts/MRDCFsPl8gs?feature=share Rachel, 2019 https://youtube.com/shorts/IOvq-Q5nans?feature=share
P a g e 136 | 239 Nik Azaim, 2021 https://youtu.be/fUzkqPXYFcs Raziq Tang, 2022 https://youtu.be/_iaaiJxQiXU Ummu Sulaiem, 2022 https://youtu.be/kDoQOJ4hIc4 Nuha, Najwa, Miza and Daniel, 2020 https://youtu.be/vTMLbwu389s
P a g e 137 | 239 4.2b TESTIMONIALS FROM COLLEAGUES • Ts Dr Mazeyanti Ariffin, Universiti Teknologi PETRONAS • Ts Dr Savita K Sugathan, Universiti Teknologi PETRONAS • Assoc Prof Dr Wan Fatimah Wan Ahmad, previous Head of Department, Universiti Teknologi PETRONAS • Ts Nazleeni Samiha Haron, Universiti Teknologi PETRONAS
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P a g e 142 | 239 4.2c TESTIMONIALS FROM THE UNIVERSITY MANAGEMENT • Prof. Dr Hilmi bin Mukhtar o Deputy Vice Chancellor (Academic), UTP • Assoc. Prof. Dr Jafreezal Jaafar o Dean, Faculty of Information Science and Technology, UTP • Assoc. Prof. Dr Zahiraniza Mustaffa o Manager of Center for Excellence in Teaching and Learning, UTP • Assoc. Prof. Dr M Fadzil B Hasan o Director, Research Institutes of Autonomous Systems, UTP • Dr Aliza Sarlan o Dean, Center of Graduate Studies, UTP • Dr Hilmi Hasan o Chair, Computer, and Information Science Department, UTP
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P a g e 149 | 239 4.2d TESTIMONIALS FROM THE COMMUNITY AND INDUSTRY ➢ Datin Dr Carrine Teoh Chooi Shi o Chief Strategy Officer, Westplan Resources Sdn Bhd ➢ Ms Penny Goh Kim Nee o Director Penny & Emy Ventures PLT ➢ Dr Norshuhani Zamin o Director/Founder Ninja Academy ➢ Professor Madya Dr Mohd Imran Mohd Ariff o Universiti Teknologi MARA, Kampus Tapah
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