A survey assessments were given to KM Tools & Techniques students that I taught. Details about it is as follows:

  • Semester: May 2018
  • Number of Students: 65 students
  • Course: KM Tools & Techniques (SDB4423)
  • Year: Final Year, Final Semester
  • Background of students: Some have undergone flipped learning with me in other courses, but some are new to the
  • NOT ANONYMOUS: This exercise is not anonymous as the aim is to see the pattern of data collected and gain some

Students’ Demographics Profiles CGPA


Students’ performance level. CURRENT CGPA:

  • 61% students are 3.01 <=and <= 3.50 (Second class upper)
  • 31% students are 2.51 <= and <= 3.00 (Second class lower)
  • 8% students are 3.51 <= and <= 4.00 (First class)

I perceive my students as good students. Their CGPA are mostly good. It helps to make my flipped and collaborative learning delivery easier. On top of that, as they are final year students, I could consider them as matured learners. Accepting flipped learning and collaborative learning was not much of an issue. It actually helps to have matured learners, in delivering my flipped and collaborative content.




  • 63% FEMALE
  • 37% MALE

Opinion about KMTT Course

Now that this course is over, what is your first thought about it?


90% have positive thought about this course (when it’s over) 

  • 10% answered neutral

Positive thoughts after the course is over..

Figure 1: Word Cloud concerning the positive thoughts after the course is over 

Figure 1 shows the word cloud that presents students’ positive thoughts after the course is over. They gained knowledge, great understanding, and find it is an interesting class. The also enjoyed the learning, the activities and find the course as useful. They believe that they will be able to apply the knowledge gained into their career. Most of them agreed that the course content is useful for organizations in managing data, information and knowledge.

They find the learning experiences as conducive, interactive and teaching was delivered efficiently. They also mentioned that the teaching techniques were interesting and not about memorising facts. It is geared towards problem solving, challenging their curiosity and predicting what is coming in the future of information and knowledge management. Active learning has been applied in class together with collaborative learning. The class delivery was always interactive, and it is a two-way communication between students, peers and the lecturer. Materials provided are up to date. Overall, students mentioned positive notes about the course, after they have experienced it.

What do you think of the course content?

  • 70% = interesting course
  • 30% = A good course to learn


What is the strength of this course?

Strength of this course: 

  • 66% pointed that the LECTURER is the STRENGTH of this course
  • 20% pointed that the DELIVERY STYLE is the STRENGTH of this course
  • 9% pointed that the ACTIVITIES is the STRENGTH of this course
  • 5% pointed that the MARKING OF ACTIVITIES is the STRENGTH of this course

What is the failure of this course?


Failure of this course:

  • 46% pointed that the VENUE is the FAILURE
  • 32% pointed that the TIME is the FAILURE
  • 20% pointed that the MARKING OF ACTIVITIES as the FAILURE
  • 2% pointed that the ACTIVITIES as the FAILURE

Reflections on Failure of this Course

Failure of this course:

  • 46% pointed that the VENUE is the FAILURE

Since the class is BIG, I fail to find a collaborative setting. Collaborative and active learning had to be conducted in class which are small & lecture theater which is not suitable to work in groups.

  • 32% pointed that the TIME is the FAILURE

The class has to be conducted at 8am due to the timetable. This is very difficult to control by the lecturer as timetable has been set by another unit. Changing time is difficult as students come from different cohort and they take different courses.

  • 20% pointed that the MARKING OF ACTIVITIES as the FAILURE This could be coming from the marking of weekly activities that is done by colleagues instead of by the
  • 2% pointed that the ACTIVITIES as the FAILURE This is something that needs to be further investigated

Negative Thoughts after the Course is over ..


Figure 2: Word Cloud concerning the negative thoughts after the course is over

Referring to Figure 2, when asked about negative thoughts they have concerning the course, mostly mentioned ‘nothing’ and ‘none’ which is a good remark. However, it is good to also know that there are students who find the reading materials complicated to comprehend. Clear and clarity of materials is one of the key to flipped classroom implementation, therefore need to be improved. Some of them mentioned that the reading materials (e.g. slides) uploaded are messy and hard to comprehend. Thus, many find it confusing to read and understand the content before coming to class.Figure 2: Word Cloud concerning the negative thoughts after the course is over

Many pointed out about the issue of regarding the venue. Mostly doesn’t like the venue which is small and not welcoming collaborative and team work. It is difficult to discuss and become noisy. Some does not like class with big number of students. They prefer class with smaller number of students. Majority hate morning classes and that is something unavoidable as the schedule has been prepared by the academic central services unit.

Some students pointed out about the class delivery practices that could be improved, this include not giving assistance when needed. This is true when the class is big, and time is limited. They complained that session becomes very compact due to this. Secondly, some students are annoyed with the way they are paired with strangers. They do not like the idea of having to discuss with someone they are not familiar with. Some also are against the idea of colleague marking their work like quizzes. They find it unfair.

On the other note, some students find the questions posed to them during class time are tricky and challenging. They find those questions harder than what has been taught and given in the materials. This is true, as the objective of giving students questions and activities during class is to challenge them with the higher bloom taxonomy that include: analysing, creating, evaluating and assessing. While the materials given beforehand in to let them remember and understand the fundamental concepts. The challenge is to let them analyse and apply it to cases.

Will you encourage your juniors to take this course and why?

 Will you encourage others to take this course? WHY SO? 

  • 65% said YES, they will introduce to others because it is INTERSTING AND USEFUL
  • 35% said YES, they will introduce to others because THEY LIKE THE LEARNING STYLE

Highlight of this course

Figure 3:
Word Cloud concerning the highlight of this course 

Figure 3 presents the word cloud concerning the highlight of the course that students experienced. Majority of the students enjoyed the activities conducted in class and the lecturer style of delivering. This shows that students enjoyed the active learning and collaborative learning in class. On the other note, this also means that they accept the flipped classroom delivery.

Another important note is the fact that students like the interaction that happens in class. Rather than having one-way communication (traditional lecture), they enjoyed having the ability to discuss, debate, argue, present and talk to friends, lecturers and other groups.

Many of them also highlighted that they like the exercises given in class. This include pop quizzes, case studies an d problem solving activities, presentations and a few more. They find that these activities pushed them to be proactive (prepared before coming to class), explaining facts to friends when needed and stimulate their thinking. Overall, they like the activities, and the atmosphere that was created during each class. Some find it fun, friendly-environment yet very informative.

What’s the one thing about this course that you want to be improved?


Figure 4: Word Cloud on improvements suggested

Figure 4 highlighted the room for improvements suggested by students in my class. Majority mentioned about the venue. They find it difficult to focus on active learning and collaborative working activities in a crowded room. They suggested for a bigger and more space. Many like the idea of using classroom in CETaL which is nice and conducive. However, the rooms at CETaL building is subject to availability. Students hate the idea of changing classes and not having a fix room weekly. Next is the class time. They suggested for classes after 10am.

On the other hand, students also wanted more online activities. This include quizzes, homework, presentations and other exercises. Using papers is outdated and should be more of online submissions. They also suggested for interactive slides for references during flipped learning outside classroom.

Many of them also welcome tougher questions and more critical questions to be given during class. This is to prepare their critical thinking. Some also pointed out the need to have lab session. They wanted to have the opportunity to try some software that include to create ontology, social analysis tools and to design knowledge mapping.

Collaborative Learning in Class (in- situ activities)

Collaborative learning and active learning is what I have conducted in class. Students come to class well prepared (flipped learning) and various active learning or collaborative learning activities are conducted in class. This usually tackles their skills to create, analyse, evaluate and apply (Higher levels of Bloom Taxonomy).

In this category of reflection, I would like to know how students perceive my class delivery. The major part will be the activities that is conducted in class, as I am practicing flipped learning style.

Picture: In Class activities (active and collaborative learning styles)

What do you think of the activities in class?


  • 86% find the collaborative learning in class as USEFUL 
  • 14% find the collaborative learning in class as HELPFUL IN SOMEWAY

Majority of the students seems to like the flipped learning, where it is not about coming to class and attend a lecture. It is doing activities in class, to get better understanding of what they have read before (pre-reading materials).

What do you think of the delivery in class (collaborative & active learning)?

  • 79% find the delivery in class as INTERESTING
  • 20% find the delivery in class was DELIVERED WELL – 1% find the delivery in class was OK

Since the in-class delivery is non-traditional, I find it important to know students’ view relating to active learning and collaborative learning that was conducted in each class weekly. 99% of them accepted the active and collaborative 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: 

  • 6% get SOME answers and LEFT UNKNOWN

Having activities conducted weekly in class requires effort. This include planned activities and closure. Planned activities include the activity itself, the way to run it, the marking of them, and finally a good wrap-up.

  • 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 feedback is what I have been practicing this year.
  • It seems 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 between 60 to 80 students. It is challenging to conduct activities and then give
  • It is tough as the class is huge. I have been creatively arranging them in small stations or in pairs. Replicating the activities into small stations or in I am unable to attend to all answers and questions. I have to pick good ones and bad ones as samples. I also have to manage questions as much as I could.

Which activities do you like most during the class?

Activities preferred during class (in order of preference): 


Although I conducted flipped learning and collaborative learning. Students still prefer lecture as shown in the graph. Traditional learning is still their main preference. Nevertheless, since I have done it with them, and maybe other lecturers too. They seem to enjoy the new approaches.

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 get marks. I was surprised to see that students admitted that they come to class for knowledge and to learn better from what they have read. Majority which is 70% admitted that they come to class to learn and grab knowledge!

Comments on Weekly Summative Assessments

As mentioned, I conducted either collaborative learning of active learning weekly in class. These will include various activities such as quizzes, think pair share, group presentations and many more. These activities are evaluated using different styles such as pair/peer evaluation, presentation marks, quizzes marks and others. At the end of each week, students get marks based on their performance.

The marking rubrics, varies. In some weeks, marks were evaluated based on related criteria, correct answers, peer evaluation or good presentations. These marks will be part of their coursework marks.

The surveys and reflections that follows allow me to deeply understand students’ reaction and acceptance towards the active learning and collaborative learning summative assessments, weekly.

As my class size is big, it is a challenge to give feedback promptly while students are still at the same page and in that particular topic. Students are eager to know the answers right after each activity or quizzes or test.

I have to then creatively think how to manage this problem, yet still ensuring prompt feedback are given at the end of each class. This is critical as to give a good closure and ensure clarity in achieved at the end of each activity/topic.

Therefore, in many cases, I have to practice follows:

  • Students review their partner’s work
  • Students review colleagues (unknown) work
  • Peer review (a work that is reviewed by more than one student)
  • Peer evaluation
  • Group review

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

The poor feedback was since some activities were marked by peers. Some students don’t like the idea of peer reviews.

From the feedback, I found that 1% admitted it is FINE, but should be improved. While another 1% find it POOR. The other 98% were acceptive.

I feel that I will continue to do this exercise in the future. Probably with some improvement. Students marking another colleague’s work or the follows:

  • Students review their partner’s work
  • Students review colleagues (unknown) work
  • Peer review (a work that is reviewed by more than one student)
  • Peer evaluation
  • Group review

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 improvise this mechanism but putting some rules or criteria or enforcement to ensure students do not cheat and take the marking exercise seriously.

The following feedback shows that, if I were to continue with the peer review exercise, improvement has to be made.

What is your view on peer review?

FEEDBACK   on   PEER   ASSESSING   THEIR                       WORK       AND               GIVE MARKS: 

  • 48% says its USEFUL
  • 37% says its FAIR ENOUGH
  • 15% says NO COMMENT

About 15% of the students DOES NOT AGREE with colleagues assessing and giving marks to their work.

What do you think of the way of another student marking your work weekly?

Due to the fact that 1% of students does not like the peer review exercise, they were 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

The feedback shows that not everyone prefers their work to be marked by colleague. Moderate acceptance.

What are your comments on the exercise given weekly?


Every week collaborative work is given marks as part of their summative evaluations. Their view on weekly summative assessments are:

  • 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 surprise as I thought students are doing it for the sake of getting marks. None actually is doing it just for the sake of getting marks. But, about 2% are doing the activities to stay awake in class. I am fine with it.

What do you like most about the activities given weekly?

Why DO students engaged with the weekly collaborative learning and flipped classroom? 

  • 74% mentioned   that   it   is   to   GET BETTER               &      DEEPER UNDERSTANDING
  • 20% mentioned that they PREFER HANDS-ON LEARNING rather than TRADITIONAL LECTURE

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 (kinestatic learners) instead of listening to lectures (visual learners). While 6% mentioned that they learn better through activities and group work.

These are significantly related to their learning styles. Having kinestatic learners in class, open ups more possibilities to conduct collaborative learnings.

What do you think of the TEST 1 and TEST 2?


Students’ comments on the TEST QUESTIONS:

  • 9% mentioned that it was DIFFICULT, and they COULD NOT RELATE TO LECTURE
  • 3% mentioned that it was DIFFICULT, since they MISSED SOME CLASSES
  • 3% mentioned that it was EASY, as IT WAS RELATED TO MOST LECTURES and ACTIVITIES

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 a class.

And another 3% find my questions as easy as the could relate to my lecture notes, lecture and activities. That’s the good one perhaps

What is the strength of this course?

Figure 5: Word Cloud on the strength of this course

 Figure 5 presents what students perceived as the strength of the course. Majority of them pointed that the lecturer style of delivery is one of the key point. This is related to the active learning and collaborative learning style conducted in classroom. This is also related to students’ acceptance of flipped learning, which is about 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 point. They managed to grasp a lot of knowledge in class, outside class and from the activities conducted.Figure 5: Word Cloud on the strength of this course

The 3-major strengths highlighted (i.e. learning styles, lecturer’s delivery and knowledge gained) is attributed to the fact that students enjoyed the flipped, active and collaborative learning. These are related to contributing factors such as assessments, knowledge application that relates to relate cases, great teaching style, good evaluation techniques, interesting classes approaches, conducive environment and effective activities (e.g. quizzes) .

Flipped Learning – Personal Learning


A few questions have been posted to students to learn how they embrace flipped learning. This include asking whether they came prepared to class, read the materials beforehand, why do they read and reasons for not prepared. Students answers varies and are not coherent. Therefore, it was difficult to exactly judge the percentage of students embracing flipped vs those who still prefers traditional learning.

Nevertheless, the results in this section gave insights to how flipped learning is accepted by many of them. Those who still prefers traditional learning has beginning to accept the flipped learning at some point, if not all the time throughout the semester. This is a good sign which shows that there are group of students whom are adapting well with flipped learning, still adapting, trying to adapt and non-adapting.

Picture: Students conduct personal learning independently before coming to class

What do you think of the materials given for the topic weekly on e- learning?

Materials are put up on e-learning, the flipping materials. So that students are prepared before coming to class. Their view on the materials: 

  • 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 room for improvements. Therefore, getting feedback from students concerning the materials (pre-reading) before class is important.

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 materials that is posted before class needs a lot of improvements. I kept procrastinating and making excuses due to limited time factor. This should be done better.

Do you read the material on e-learning before coming to class?

  • 70% PREPARED     BEFORE            COMING         TO               CLASS (EMBRACING FLIPPED CLASSROOM)


The results whether students embrace flipped learning 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 reason, 2 major factors based on feedback, are:

  • Expecting traditional learning
  • Due to uninteresting materials

Reason for reading before coming to class?

23% embrace flipped classroom to get better understanding before classWhen ask the reason behind coming to class prepared, some of the factors include:

  • 5% embrace   flipped   classroom   to participate             in           the collaborative and active learning activities
  • 5% embrace flipped classroom for knowledge
  • 15% embrace flipped classroom to be able to answer questions whenever their name is called in class
  • While the remainder of 19% did not embrace flipped learning and came unprepared

Reason for NOT reading before coming to class?

Reason for NOT embracing flipped classroom, by NOT preparing before coming to class: 

  • 5% EMBRACED FLIPPED CLASSROOM learning style
  • 5% i s holding on to TRADITIONAL LEARNING

When ask about the reasons of coming to class unprepared (about 59%), some of the factors, include:

  • 34% have NO TIME TO PREPARE

What is your feeling before coming to this class?  

Students’ FEELING before coming to class:

  • 57% wants to come and learn
  • 8% come to class for SUMMATIVE ASSESSMENT MARKS

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. Reasons for preferring these topics are shown in Figure 6. These topics include visualization where students will be able to view the network map, ontology and knowledge map as the results. By viewing the final map students find it clear to visualize what they did. This is also contributed to the fact that they learnt how to map previously (mind-mapping). Another point is due to the students’ industrial experience that deals with mapping in data representation. Finally, 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).

Figure 6: Reasons for preferring certain topics over others

Which topic is the most difficult?

Topic students find as most difficult: 

  • 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 situations. Without reading and deep understanding; it is going to be difficult for students to apply it to cases. As shown in Figure 7, students find these topics as difficult to visualize, confusing, challenging their understanding and complicated. I am looking for a better techniques and approaches in teaching 2 topics for better comprehension.

Figure 7: Reasons for not preferring some topics

In few sentences, give opinion about your experience relating to this class.

Figure 8: Reasons for not preferring some topics

Figure 8 summarizes students experience in sitting through my course. They find it interesting, fun, good learning experience, great activities, good lecturer, and meaningful learning activities. They gained knowledge and find it a useful and beneficial subject.Figure 8: Reasons for not preferring some topics

Students’ Evaluation

I was pretty nervous when I did the full-flipped classroom approach starting May 2017 semester. Nevertheless, students found the learning to be useful (see some of the comments from students’ evaluation in the forms below).