Exploring Blended Flipped Classroom for Syllabus Coverage

Abstract

Enhancing the regular mode of teaching can bring about a change in the conventional pattern of teaching and learning, in accordance to this statement research was carried out to compare the effectiveness of flipped classroom (A classroom enhancement activity) in contrast to the conventional teaching methods Kuntineemaneeratna, et al, [1] [2016] . Syllabus coverage in an effective manner is a challenge that a lecturer faces while delivering the subject within the classroom, especially when the subject is vast. This pedagogy of blended flipped classroom was implemented on students pursuing their second year of under graduation for the course EM TL (electromagnetic theory and transmission lines). The idea of this pedagogy was to cover the syllabus in an effective manner by making students solve more numerical problems within the classroom. The paper discussed here is a case study on how a classroom enhancement activity like flipped classroom had helped in the syllabus coverage. It was found that blended flipped classroom was successfully implemented, and syllabus coverage took place but, the end exam results were low. However, further research can be carried out to determine the link between syllabus coverage and the end exam result.