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Should I use flipped learning in my module or programme?

One of the strengths of flipped learning is that it can be flexibly implemented. Flipped approaches can be applied to particular sections of a module, or a blend of different elements can be incorporated and adjusted on the basis of experience.

With reference to the advantages and challenges that have been described, it is nonetheless important to reflect on the potential impacts for teaching, learning, and the student experience, of integrating flipped learning into a module or programme.

Outlined below are some of the high-level considerations that may inform your decision-making.

1. Would a flipped approach be appropriate for your students?

The success of any flipped learning design depends ultimately upon the ability of students to participate with that approach, and requires some measure of self-regulation among learners.

There may be programmes of study where even if the learning is appropriately supported, it can be anticipated that students would encounter fundamental challenges in engaging with a flipped approach.

Challenges may not be uniformly applicable to all students, but there should always be serious consideration of the potential consequences and impacts for students who struggle to engage and how these would need to be managed and mitigated.

Factors to consider include:

  • Would the learning approach be overwhelmingly unfamiliar in relation to students' experiences to date, to the extent that even with reasonable scaffolding and support they would be unable to constructively engage?

  • Would changing the balance between synchronous and asynchronous work be fundamentally incompatible with students' other workload commitments?

  • Would students be likely to encounter significant technical issues or equivalent challenges that impeded them from accessing and engaging with the asynchronous online learning?

  • Is the pedagogical relationship between the level of student understanding and the module content compatible with shifting the balance between synchronous and asynchronous learning? (E.g. students would find it too challenging cognitively to make the connections required of them in the asynchronous learning.)

2. How would staff/student contact time be utilised?

Flipped learning is often distinguished from online learning by the assumption synchronous learning will continue to be a key component of the learning, and time 'freed up' by moving more didactic instruction online will enable contact time to be utilised in different ways.

There is also evidence that student performance and satisfaction with flipped learning approaches are substantially shaped by the active learning components of the learning design.

In circumstances where pedagogical, staffing, logistical, or other factors would be likely to present significant obstacles to successfully delivering more active, student-cented synchronous learning, a flipped approach may not be appropriate.

In most cases, important considerations would include:

  • Can active learning sessions be designed and delivered that are appropriate in relation to the module's content, learning outcomes, and level of study?

  • What expectations do students have for the synchronous learning within the programme, and will they be prepared and able to engage with more active learning approaches?

  • Would a transition from lecture-type sessions to more active- and student-focussed learning be manageable in relation to staff resource and time? (E.g. in the case of large cohort modules, would large sessions need to be replaced with multiple smaller sessions?)

  • Can the potential logistical and timetabling implications of changes to the modes of delivery be managed? (E.g. will lecture theatre spaces still be appropriate for the planned sessions, or will access to different facilities such as seminar rooms or labs be required?)

3. Additional considerations

  • Will changing the modes of delivery have any impact on learning outcomes or (formative or summative) assessment?

  • Will it risk increasing overall syllabus content?

  • Are there any additional skills students will need support in developing to engage effectively with the flipped classroom (e.g. digital literacy, time management for independent study, etc)?

  • For accredited programmes, will changes to delivery need to be reviewed by your professional body?