Abstract

Flipped course is used in well-developed educational institutions and technologically developed countries. It is quite experimental in nature for resource restricted educational institutions and developing countries. In this paper such cases are considered, where faculties make use of free resources available for conducting flipped courses. Traditionally courses are taught to the students using black board. Nowadays teachers have started using power point presentations for their teaching. Teachers cannot completely depend on black board teaching to demonstrate the applications and implementations of a course. In addition to the conceptual teaching, the students should be actively involved and motivated to make the course more effective. To make students get involved in learning about concepts of a course, the authors have designed and conducted different case studies. The methodology of delivering course and assessment methods are refined year after year using qualitative and quantitative measurements. Comparison of the outcomes is done by the authors with respect to students' performance year after year. This helps in refining the course content, course delivery and assessment methods. In this paper, authors discuss the different course delivery methodologies they are practicing with continuous refinements. The authors suggest different learning activities, assessment methods and their outcome analysis in this paper.

Key words:  Active learning, outcome analysis, flipped course, student learning.