This case study details the successful implementation of the flipped classroom approach across three courses: "Green House Gases and Life" (ABCT1D09), "Chromatographic Analysis Laboratory" (ABCT3625), and "Food Analysis Laboratory" (ABCT/FSN3416). These courses were taught by Dr. Lam Kim-hung, Joe from the Department of Applied Biology and Chemical Technology. The study outlines the rationale for adopting this model and provides a step-by-step account of its execution. It evaluates the positive impact on student learning while also addressing the inherent challenges. Key best practices identified include the strategic optimization of existing teaching video resources and the effective leveraging of student-staff partnerships for technical support. The case provides a balanced demonstration of both the benefits and practical difficulties of integrating AI and video content into a modern science curriculum.
This case study from the Department of Health Technology and Informatics examines the successful use of a flipped classroom model in the course "Foundation Pathology" (HTI27101), taught by Dr. Law Ka Wai, Helen. It outlines the pedagogical rationale for adopting this approach and provides a detailed account of its implementation. The study highlights positive outcomes, including enhanced student interest and more effective time management for instructors. Key effective practices are identified, such as the use of pre-class videos for student revision, the careful selection of in-class activities to meet specific learning objectives, and the implementation of multiple strategies to sustain student motivation.
This case study details the successful application of a flipped classroom model in the course "Accounting for Strategic Management" (AF5113), taught by Professor Lolita Edralin from the School of Accounting and Finance. It explores the rationale behind adopting this pedagogy and provides a clear outline of its implementation. The study investigates the positive effects on student motivation and time management, while also addressing specific challenges like fostering participation in a "silent classroom." The resource identifies several effective strategies, including a partially flipped approach, the curation of accessible learning materials, a system to reward pre-class preparation, and the innovative use of technology—including generative AI—to enrich the learning experience. The case demonstrates the effectiveness of a well-structured reward mechanism in driving student engagement.
This case study explores the effective integration of the flipped classroom model in the course "Nursing Therapeutics I" (SN3490), instructed by Dr. Kitty Chan from the School of Nursing. It details the pedagogical rationale and provides a comprehensive account of the implementation process. The study evaluates the positive outcomes on student learning while also addressing the challenges encountered, including an noted increase in student workload. Key best practices are identified, such as using incentives to boost preparedness, cultivating an engaging learning atmosphere, implementing innovative strategies to involve all students, the strategic application of the flipped model, and the adoption of new educational technologies. The case demonstrates tangible benefits, including improved access to teaching resources and greater recognition of teaching achievements.
This case study examines the successful implementation of a flipped classroom model in the course "Transport and Society" (CSE1B01W), led by Dr. Barbara Siu of the Department of Civil and Environmental Engineering. It outlines the pedagogical rationale for adopting this student-centered approach, detailing the step-by-step implementation process. The study highlights the positive impacts on student engagement and the development of a deeper conceptual understanding, alongside a frank discussion of the challenges faced. Key best practices are shared, including effective strategies for boosting student participation, recommendations for a gradual rollout, and guidance on creating impactful pre-class learning materials.
