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What are some of the challenges of flipped learning?

Research has identified several key challenges that are often associated with implementing a flipped learning approach.

Managing student engagement

  • Ensuring student engagement represents by far the most significant challenge that needs to be managed if a flipped learning approach is to be successful.

  • Flipped learning is dependent on students engaging in active learning during staff/student contact sessions. Tasks and activities need to be carefully designed to foster interest and curiosity and high levels of student participation in the session.

  • Because of this emphasis on active learning in the contact session, flipped learning is dependent upon student engagement with the asynchronous learning materials provided before the session. Where students do not engage with these materials -- e.g. if they view them as 'tacked on' content that is not a key part of the overall learning design -- the overall success of the flipped approach can be significantly impacted.

  • To be effective, flipped approaches need to ensure that there is a logical relationship for students between the asynchronous materials preparing them to actively engage in the contact session, and which over the course of the module supports them in achieving the course outcomes and succeeding in the assessment.

Supporting staff

  • Staff who implement a flipped learning approach may need to engage with online tools and technologies, and will require appropriate training and guidance.

  • Flipped learning can mean staff need to adopt new approaches to teaching and learning in their synchronous in-person sessions. This may also require support.

Planning and preparation

  • A flipped learning approach typically needs the investment of staff time up-front to plan the learning experience and assemble the necessary learning resources.

  • This additional preparatory work may be compensated in time by the ability to re-use teaching materials. However, as with face-to-face teaching, staff time will be needed to maintain asynchronous teaching materials and keep them up-to-date.

  • Implementing a flipped approach can entail changes that will impact timetabling: e.g. the kinds of facilities that are required to deliver different kinds of 'face-to-face' sessions and the staffing necessary to support sessions. It is likely to also have implications that will re-shape the pattern of staff-student time and workload within a module or programme.


Additional resources