  This article describes the authors' teaching experience in flipping the class
of a basic undergraduate mathematics course Introductory Linear Algebra. We
utilize a full-featured free electronic textbook, online lecture notes, an
intranet learning management system (LMS) {\sl icampus}, the video-sharing
website {\sl YouTube} and a Computer Algebra System (CAS) {\sl SageMath} in our
flipped classroom approach. Prior coming to the class, the students are
assigned to complete a portion of reading assignments from the free e-book and
to watch recorded video lectures from {\sl YouTube} that cover the relevant
materials. Announcements are made through the LMS {\sl icampus}, as well as
disseminating teaching materials, assigning tasks, and fostering online
communication outside the class hours. We dedicated in-class activities with
problem-solving sessions, question and answer, discussion and providing instant
feedback to the students. Hence, both out-of-class and in-class sessions are
filled with active learning and interactive engagement. From the students'
feedback and opinion, we discovered that some of them preferred the traditional
classroom rather than the flipped classroom pedagogy. A possible reason is
either they are used to the traditional lecture style where receiving
information occurs inside the classroom or the flipped classroom approach that
we implement does not satisfy students' learning styles. Nevertheless, several
students enjoyed problem-solving activities where they have an opportunity to
communicate with the instructors whenever they encounter some difficulty.
