Flipped Learning
Introduction
In the following video (1min 40s), Learning Designer Alex Stewart introduces the basic concepts and benefits of flipped learning. Through the page you will find practical advice and examples to support you in adopting a flipped approach to teaching and learning.
Deciding to take a flipped learning approach in your classroom is exciting: it sets you up for a purposeful approach to blended learning and puts ownership of learning back in the hands of students. Nevertheless, creating an effective, active and inclusive flipped classroom takes some thought.
This section will help you to:
- Identify what a flipped learning approach is
- Evaluate which flipped learning approach(es) might work for your classroom
The evidence for Flipped Learning
Some of the benefits of flipped learning are self-evident. For instance, freeing up time from delivering materials means that more time can be allocated to other valuable activities, such as skill development, assessment literacy development or the exploration of graduate attributes. Flipped learning may also offer more opportunities to have meaningful (e.g. social, applied, experiential) synchronous learning experiences simply by creating more space in the curriculum.
The experience of flipped learning sees students in contact with many aspects proven to aid learning, such as an active and responsive learning environment, pre-learning materials and peer collaboration and feedback (Hamden et al., 2013; McLaughlin et al., 2014; Freeman et al., 2014).
Four Steps for Successful Flipped Learning
Step 1: Scope of the session/topic and learning objectives
Define the objectives of the session/topic and how it fits with the overall learning objectives of the module. Some questions that can guide this:
- What do you want students to be able to do/know by the end of the session?
- What do they need to know before the live session?
- How will students apply or use the pre-class materials?
- What teaching methods will you use?
Step 2: Pre-class learning
Choose appropriate resources for students to engage with before the live session. Some questions to consider when selecting materials:
- What type of resources will you use? (Articles, videos, podcasts)
- Have you provided a variety of resources so that students can choose their preferred format?
- How will the resources be shared with the students? (Learning Central, MS Teams, email)
- Do students need to prepare anything for the live session? How will you motivate them to do this?
- How long before the live session will you make the resources available? (at least 3 days advised)
- How long will students need to complete the activity?
- How will the content prepare them for the in-class activity?
- Will students need any support or guidance with these resources? How will they get that support if needed?
Step 3: In-class activities
Design the activities that students will do in the live session which should be informed by the pre-class resources. Some questions to guide this:
- What are the learning objectives for this session?
- What are the skills/knowledge you want the students to demonstrate?
- What type of active learning activities will the student do? (Discussions, group projects, problem-based learning, role plays, simulations)
- How will students apply the knowledge from the pre-class activity in this session?
- What technology will the students need?
- How will you support the students during the activities?
- What type of feedback will you give students during/after the activities?
- How will students participate in the session if they have not done the pre-class activities?
Step 4: Post-session input
You may want to include some activities after the active learning activities or the class to continue the learning experience for the students. For example:
- Provide feedback on the pre-class and in-session activities
- Describe how this session relates to the next session or the rest of the module
- Ask students to reflect on the active learning activities and match them with the learning objectives
Encouraging Student Engagement
One of the potential issues with a flipped learning approach is if students do not complete the pre-class activities which means that they cannot fully participate in the active learning session. Firstly, it is important to establish why they were unable to complete the activities as it could be a problem with accessing the materials, time due to work or caring responsibilities, struggling with the content, or an accessibility issue that may need to be addressed. It is suggested that the situation is addressed in a supportive and constructive manner and the following strategies may be useful:
7 Steps to Encourage Engagement
1. Encourage accountability
Emphasise the importance of pre-class preparation and its connection to the in-class activities. Remind students that their active participation is crucial for their understanding and overall success in the course.
2. Set clear expectations
Clearly communicate the expectations for pre-class preparation and the consequences of not completing the assigned work. A transparent approach helps students understand the importance of being prepared.
3. Assign buddy or group support
Pair the student with a classmate or a small group who has completed the pre-class activity. This encourages peer-to-peer learning and collaboration, helping the unprepared student catch up during the in-class session.
4. Design quick recap activities
Plan brief recap activities at the beginning of the class to refresh students' memories on essential pre-class concepts. This could be a short quiz, a discussion, or a group activity that revisits key points.
5. Offer additional resources
Provide additional resources or alternative materials for students who struggle with the pre-class content. This can include links to relevant videos, articles, or tutorials that can serve as supplementary resources.
6. Implement progressive consequences
If a lack of pre-class preparation becomes a recurring issue, consider implementing progressive consequences. This could include additional assignments, or one-on-one discussions to identify and address any underlying challenges.
7. Address challenges
If the student consistently struggles with pre-class activities, reach out for a one-on-one discussion to identify any challenges they may be facing. This could include time management issues, difficulties with the material, or personal challenges.
Remember, the goal is to support student learning and help them succeed. Approach the situation with empathy, and work collaboratively with the student to find solutions that address the underlying issues while reinforcing the importance of pre-class preparation.
Common flipped approaches
Learning materials are made available for students to study prior to a class/lecture. The learning materials can consist of short videos, podcasts or readings that will give students a basic grasp of the subject matter. Ideally, there will be a task or two to help students actively engage with the learning e.g. contributing to a discussion board or completing a brief quiz. All of which they can do asynchronously, empowering them to engage with the content at a time that is best for them.
Then the session sees students applying their learning in active ways aligned to the aims of the module, as well as providing staff with a chance to respond to student feedback about the asynchronous materials.
To get ready to implement a flipped classroom, use the Flipped Classroom Network’s checklist
based on ‘FLIP – The Four Pillars of Flipped Learning’.
Works best for:
All disciplines; Content-heavy curricula; Challenging topics
A Just in Time Teaching approach sees the staff member use an online poll, message board or chat space to decide the ‘muddiest point’ from online learning content. A common approach is to give an online activity and two questions for you to review before the session, with a third reflective question (muddiest point).
Therefore, you can personalise the session you have with students based on what they are finding challenging, meaning your synchronous sessions will have obvious value and measurable learning gain. Another approach is to work with what students are finding interesting, especially if choice is built into their assessment.
These approaches could be done within a wider ‘flipped classroom’ approach. It could also be done as a partially flipped approach, representing a small amount of in-class time.
Works best for:
Can work well for all disciplines, including those that are more skills-based or exploratory.
Similarly, a hinge point question sees a member of staff producing a single multiple-choice question on a polling app such as Menti and then progressing the session in response to the answers.
Hinge point questions work best on ‘threshold concepts’ that are crucial to your discipline yet are also widely misunderstood. They also should be based on questions that have a single correct answer.
Each answer should be carefully planned to represent a different type of misunderstanding.
If most have got the question right, the teacher then spends the time either moving onto the next topic or level of complexity. If most have the question wrong, the teacher works with the class to disprove the wrong answers or re-teach pertinent concepts.
Works best for:
Subjects or topics where there is a correct answer or threshold concept that needs mastering.
Similar to a hinge point question, the facilitator provides a question with potential answers via a polling app. For science-based disciplines, this could be an ‘exam-like’ question, whereas in competency-based disciplines it could represent a professional decision.
One answer should be correct whilst the other should represent common misconceptions or partial understanding.
Students then pair up with someone, preferably someone who has a different answer to them. They work together to discuss/debate and agree which answer is correct. You could even take a second vote to see how pairs may have influenced each other.
More importantly, they reflect on and explain how they came to that decision: noting and sharing the steps, principles, rules, literature, misconceptions, cases. The discussion and agreement coming out from this is the most important outcome rather than ‘being right’.
Works best for:
disciplines that have practical problems or applications of abstract theory. Large lecture theatre, with large groups, so long as sufficient thought has been given to how to give and receive feedback about the task.
Supporting technologies for Flipped Learning
- Pre-class materials, often presented in the Digital Learning Environment (DLE, Blackboard).
- Concise Videos either self-prepared using Panopto, or found (and vetted) on Youtube.
- Student Creation using the full Office 365 suite of software
- In-Class Material made available in electronic and hard copy forms
- Polling software such as Mentimeter and Zoom polls
- Working spaces such as Microsoft Whiteboard, OneNote or Teams Classrooms
- Discussion boards in the DLE or using online software such as Padlet
FAQs
How can I ensure students engage with (all) pre-activities?
Link Learning to Assessment: Emphasise how both pre-session and in-class activities are designed to help students perform well in assessments. This shows students the practical value of their efforts.
Early Engagement Monitoring: Assess student engagement with pre-session materials before the class meets. This allows you to identify and address any issues early on.
Communication: Regularly communicate with students, sharing insights on how in-class participation has contributed to better assessment performance for those who attended.
Positive Classroom Atmosphere: Create an enjoyable and inviting classroom atmosphere. Acknowledge all levels of understanding and engagement without criticism, which can encourage more participation.
Availability for Support: Offer your availability for one-on-one discussions or to observe a session to gain insights into students’ challenges, providing personalised support.
Encouraging Critical Thinking: In critical situations, like a lack of understanding (referred to as “DoomsDay scenarios”), encourage students to formulate specific questions before offering a recap. This promotes critical thinking and active learning.
Peer Learning: Suggest that students rewatch the material on their laptops and collaborate with classmates to come up with well-thought-out questions, enhancing their understanding through peer interaction.
These strategies are aimed at making the flipped classroom more effective by ensuring that students are prepared and engaged, which is essential for the success of this learning model. By implementing these approaches, you can help students see the relevance of their work and motivate them to participate more actively in their learning process.
How can I generate student accountability with a large cohort?
How can I effectively use flipped learning with cohorts that have a diverse range of engagement with preparation?
It can be tricky with diverse engagement levels, but there here are some strategies to address this:
Pre-class activities with tiered options:
Offer different content formats: Provide pre-recorded lectures alongside shorter video summaries, transcripts, or podcasts. This caters to students with varying learning styles and time constraints.
Pre-class quizzes or polls: Gauge student understanding before the class. This allows you to tailor in-class activities to address common misconceptions or adjust the complexity of exercises.
Tiered assignments: Design pre-class assignments with varying difficulty levels. Students can choose based on their prior knowledge or time availability.
In-class activities that bridge the gap:
"Muddiest Point" activity: Begin class by asking students to anonymously write down what they found most confusing in the pre-recorded material (Mentimeter is great for this). Address these points at the beginning of class, ensuring everyone is on the same page.
"Think-Pair-Share" with variations (See "how can I promote collaboration..." response for more details): In the "Think" phase, students can write down key points individually, focusing on the core material everyone needs to understand.
Station rotations: Set up different stations with activities focused on different learning styles (visual, auditory, kinesthetic). Students rotate through stations, ensuring everyone gets exposure to diverse learning approaches.
Addressing diverse engagement styles:
Consider support groups or office hours: Provide opportunities for students who need additional help or clarification to get personalised support outside of class.
Peer tutoring: Encourage advanced students to become peer tutors for those who struggled with the pre-class material.
Differentiated in-class roles: Assign specific roles within group activities. For example, someone responsible for summarising key points, another for keeping the discussion focused, etc. This helps distribute responsibility and caters to diverse strengths.
Additional tips:
Emphasise the importance of pre-class preparation: Explain how in-class activities build on the pre-recorded material and how participation benefits all students.
Provide incentives for pre-class engagement: Award participation points for completing pre-class quizzes or assignments.
Remember:
Be flexible and adapt your approach based on student feedback and engagement levels.
Foster a learning environment where asking questions is encouraged and students feel comfortable admitting they need clarification.
Celebrate the diverse perspectives and approaches students bring to the classroom.
By employing some of these strategies, you can make your flipped classroom more inclusive and cater to a wider range of engagement styles within your cohort.
How is flipped learning different from uploading a video recording of a lecture and asking students to go through it beforehand?
The Pillars of FLIP: FLIP stands for the four pillars that are essential for successful flipped learning. These pillars are Flexible Environment, Learning Culture, Intentional Content, and Professional Educator. Each pillar plays a crucial role in creating an effective flipped learning experience.
Flexible Environment: This involves creating spaces and time frames that allow students to interact and reflect on their learning as needed. It also means being flexible in expectations of student timelines for learning and in assessments of student learning.
Learning Culture: Flipped learning shifts the classroom from a teacher-centered to a learner-centered model. Here, in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities.
Intentional Content: Educators determine what material they need to teach directly and what materials students can learn on their own. This ensures that classroom time is used to its maximum potential.
Professional Educator: Flipped learning educators continually observe their students, providing them with feedback and adjusting their teaching strategies accordingly. They are also open to professional growth and receptive to feedback from students.
Engagement with Lecture Recordings: It’s observed that students tend to engage less with traditional lecture recordings for flipped purposes. To counter this, creating short, informal, and custom records can significantly improve student engagement1.
Materials for In-Class Activity: The materials you upload should not only convey content but also create opportunities for learners to engage in in-class activities. This could be through interactive discussions, problem-solving sessions, or hands-on activities.
Alternatives to Videos: While videos are a common tool in flipped learning, they are not the only method. Other materials like interactive simulations, readings, or audio recordings can also be effective. The key is to choose the medium that best suits the content and the learners’ needs.
In summary, flipped learning is about creating a learner-centered environment where students are actively engaged in the learning process. The materials provided should encourage this engagement and cater to the diverse needs of the learners. Remember, the goal is to use class time for applying concepts and engaging creatively with the subject matter. Videos are just one of many tools that can facilitate this process.
How can I promote collaborations between students with flipped learning?
While students gain foundational knowledge at home, class time becomes a springboard for interactive learning. Below are some ideas to help promote collaboration between students with flipped learning:
Pre-class activities:
Learning Central Discussion Boards: Before class, pose discussion questions related to the video content. Students can answer individually, then respond to each other's posts, fostering debate and clarification.
Collaborative Annotation/discussion: Use online tools like shared documents, Padlets or Mentimeter paired with Teams. Students can watch the video together virtually in study groups and add notes, questions, or insights in real-time.
In-class activities:
Think-Pair-Share: Briefly have students reflect on a concept individually ("Think"), then pair them up to discuss and elaborate ("Pair"), and finally share their findings with the whole class ("Share").
Jigsaw Activities: Divide the pre-recorded material into sections and assign each student group a different part. In class, students become experts on their assigned section and then teach it to their peers, promoting collaboration and knowledge exchange. Consider providing some additional steer to help students lesson plan their presentation.
Group Problem-Solving: Present a complex problem or case study related to the flipped content. Students work together in groups to analyse the situation, propose solutions, and present their findings, fostering teamwork and critical thinking.
Technology Tools:
Online Collaboration Platforms: Utilise platforms like Padlet, a shared document or shared whiteboards where students can work on group projects, assignments, or mind maps together virtually, even outside of class time.
Peer Review Tools: Integrate online tools where students can anonymously review each other's work, providing constructive feedback and promoting peer learning. This can easily be done through Learning Central assignments peer review or anonymous discussion boards (soon to be implemented)
Remember:
Clearly define roles and expectations for collaborative activities.
Provide prompts and guiding questions to keep groups focused.
Ensure a safe and respectful environment for students to share ideas and learn from each other.
How can we inspire students to attend classes if they've learned the content ahead of class?
Engaging teasers can be highly effective in addressing concerns about student attendance in flipped classrooms, particularly when students may feel they’ve already gained sufficient understanding from pre-class materials. These brief, one-minute previews highlight the key topics of the upcoming live session and explicitly connect the content to upcoming assessments, emphasising the value of attending the session.
To further incentivise attendance, integrating interactive quizzes into the pre-session materials can serve as both a knowledge check and a motivator. For instance, when using video platforms like Panopto, embedding a simple, midway MCQ quiz ensures that students engage with the content actively. They must complete the quiz to continue viewing the material, which reinforces their understanding and piques their curiosity about the in-class activities.
In the DLE, you can attract students with a preview of the in-class activities, such as addressing the ‘muddiest points’—the most confusing aspects of the topic. This prepares them for what to expect and signals that their participation is crucial for clarifying these complex areas and solidifying their comprehension.
By adopting these strategies, you create a dynamic and interactive learning journey that extends beyond passive content consumption. You encourage students to attend and participate fully in the live sessions for a more comprehensive and enriching educational experience. The key is to make it clear that while the pre-materials set the stage, the true learning unfolds through the collaborative and engaging activities of the live classroom environment.
Deeper dive
References
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Hamden, N., et al. (2013). A review of flipped learning. Flipped Learning Network. Upper Saddle River, NJ: Pearson Education, Retrieved 17 August 2023, from: https://www.researchgate.net/publication/338804273_Review_of_Flipped_Learning
McLaughlin, J. E., et al. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health
professions school. Academic Medicine, Vol. 89, No. 2 pp. 236-243.
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Where next?
Explore the following pages related to this one:
Learning Design and Preparing to Teach
Principle: Engaging Learning Experiences
Principle: Excellence in Teaching
Accountability can be a challenge in flipped classrooms. Here are some strategies that should help:
Pre-class activities that promote engagement and check understanding:
Short, ungraded quizzes: Design short quizzes tied to the pre-recorded content. These can be formative assessments to gauge understanding and identify areas needing clarification.
Interactive online activities: Use online tools like polls, quizzes with automated feedback, or discussion boards where students can answer questions and explain their reasoning. This fosters engagement and allows you to identify areas of confusion.
"Exit tickets" or short reflections: Have students write a brief reflection on the pre-recorded material. This can reveal areas where students need more support and allows you to adjust in-class activities accordingly. Use Learning Central release conditions to manage their progress through the materials and tasks.
In-class activities that encourage participation and collaboration:
Team-based problem-solving: Break students into smaller groups and assign problems requiring them to apply the pre-learned material. This promotes active learning and peer accountability.
"Minute papers" or "Think-Pair-Share" with polls: After a key point from the pre-recorded material, use polls (Mentimeter) for immediate response questions or have students reflect individually ("Think") then share with a partner ("Pair"). This can be followed by a whole-class discussion, increasing participation.
"Just in Time Teaching" (JITT): At the beginning of class, have students write down questions they have about the pre-recorded material. Address these questions before moving forward, ensuring everyone is on the same page.
Technology to your advantage:
Learning Central: Leverage Learning Central to integrate pre-class activities, quizzes, and deadlines. This creates a centralised location for students and allows for automated reminders and feedback.
Peer review: You can leverage Learning Central for group assignments or presentations. This fosters accountability and allows students to learn from each other's work.
Additional tips:
Set clear expectations and grading rubrics: Clearly explain the purpose of pre-class work and how it contributes to their overall grade.
Randomly call on students: This keeps everyone engaged and motivates students to prepare for class discussions.
Consider offering extra credit for pre-class participation: This can incentivise students to complete pre-class activities while maintaining the focus on learning.
These strategies should help to address the accountability challenge with larger cohorts. Remember, focus on creating engaging pre-class activities, interactive in-class sessions, and utilise technology to your advantage.