Forum, Clare's response, with my reflections

CLARE GIBSON

7 Jun 13:04| Last reply 9 Jun 13:20

Manage Discussion by CLARE GIBSON

Reply from CLARE GIBSON

3 key points I believe to be important when considering a flipped classroom

• Asynchronous pre-class learning

• In class synchronous activities

• Post class continuation of learning and scaffolding ideas, or post class assignments to develop and assess knowledge

These points were summed up well by Bianca during the webinar; her picture (See below ) gives a clear outline of  3 key aspects to a successful flipped classroom.

David Truss (2011), in his flipped classroom article, ‘3 keys to a flipped classroom,’ suggests that not all students will engage with the flipped classroom approach and indicates that tutors need to consider ways in which students might engage. From a personal point of view, I think making sure the Asynchronous activities are bite sized, simple and task focused can help. As Andy Peisley stated in his recording (EDU721 week 2), if the flipped classroom approach leads to an upcoming assessment, it could mean that learners will engage more readily.

The in person synchronous activities need to be directly associated with the asynchronous work, as a continuation of what has been learned at home. The inclusion of peer work can give extra support. Fry, H. et. al (2009), stresses the importance of social interaction to aid in the learning process

Post class learning could be in the form of finalising a task, such as preparing a piece of work that needs to be submitted for assessment, or continuation of a practical element to hone and develop skills. 

References

Fox, Bianca (2025) EDU721, Developing Flexible Learning Environments. Webinar Thursday 5th June 2025

Fry, H., Kitteridge, S. and Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education, Enhancing Academic Practice. Third. Abingdon, Oxon: Routledge

 Peisley Andy (2025) Week 2 EDU721 https://learn.falmouth.ac.uk/courses/1334/pages/week-2-videos-practitioners-in-action?module_item_id=85508 (accessed 07.06.25)

Truss, David (2011) https://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/Links to an external site. WordPress, (accessed June 7th, 2025)

ALICE ROBSON-WALTON (She/Her)

9 Jun 13:20

Hi Clare,

I really enjoyed reading how you ensure that your pre-class asynchronous tasks will promote students engagement. This was very helpful for me and I will make sure that I use this as a form of checklist.

I think the final post class learning can also act as a reflection activity, such as our CRJ's in this course, or a mini quiz or summary documentation to support summative of formative assessment. I think by breaking the flipped classroom approach into the three chunks it ensures clarity and continuity for our learners. I think of it as a beginning, middle and end, creating a narrative to our students learning.