  This paper addresses some of the experiences encountered and some of the
strategies utilized while using flipped classroom pedagogy in an undergraduate
Single Variable Calculus (SVC) course in a Confucian Heritage Culture (CHC)
environment. Due to issues related to instructor-student communication and
students' learning styles, a theoretical framework is built upon three
components for learning environments: inverted Bloom's taxonomy for educational
learning objectives, English-medium instruction (EMI) and integrating
technology in the classroom. In this study, four different types of instruction
were designed; three classes were flipped while the fourth acts as a control.
Type A means entirely flipped with instructor-created videos and integrating
CAS {\sl Maxima}. Type B means entirely flipped with third-party videos. Type C
is similar to Type A, but instead of the entire course being flipped, a single
topic is flipped. Type D uses the traditional lecture style. By considering
exam scores and students' feedback, both quantitative and qualitative aspects
of the flipped pedagogy were investigated. Quantitative analysis indicates a
statistically significant difference in the exam scores between instruction
Type A and Type C as determined by one-way ANOVA ($F(3,306) = 2.67$, $p =
0.0477$) with small practical significance of the effect size ($\eta^2 =
0.0255$). Qualitative findings suggest that although students' engagement and
communication with instructors have been enhanced, some challenges related to
language and culture, along with minimizing competition and learning about a
new technological tool remain to persist.

History and Overview