Skip to content

1. Using flipped learning to enable small-group work and tailored instructor support

Challenge

A number of existing teaching sessions are focussed on relatively didactic instruction (e.g. introducing students to the use of a new software tool or coding language). There is a significant range of prior experience and capability across the student cohort. This makes it challenging to deliver live sessions that support the less confident while engaging and challenging the more experienced.

Flipped approach

Moving more didactic learning to the asynchronous space creates opportunities to re-focus the live time on group tasks and enables the lecturer to support individual students at the appropriate level.

  • Short, pre-recorded mini-lectures and 'walkthroughs' provide the core learning content to learners in manageable chunks.

  • Additional guided reading materials and resources are provided to students online.

  • Students are invited to use the asynchronous discussion boards to post questions. In some cases there may be encouragement of peer support and discussion.

  • Synchronous teaching time is orientated toward individual and group-based tasks and exercises that allow students opportunities to apply their learning. The lecturer works with individuals and groups to address questions and support learners.

  • The lecturer may use the synchronous time to address questions arising from the asynchronous learning. They they may also use the discussion boards and/or create and release "just in time" short additional video materials or resources that address common questions.

Case studies