Week 6 Reflect / Discuss
- Alice Walton
- Jun 30
- 5 min read
Updated: Jul 21
Reflect / Discuss
What three key things do you think are important to consider when evaluating and making judgements about the effectiveness of a flipped classroom approach? Why?
My post class questionnaire for my students has tried to focus on this, so I will take my answer from the questions that I have asked:
Firstly, I have asked my students if they feel that the pre-class activities (the 10min webcast video and the mini-quiz) related to the in-person workshop. Without saying it to my students directly, I am looking for answers about how effective my integration is. Further to this, I have asked how the asynchronous and synchronous aspects were or were not integrated, to see if they can identify this. As a stand-alone class (not part of an institutions teaching or further module) I am interested to further see if integration beyond the single synchronous workshop can support students. I am asking students to consider if they feel it could be helpful to introduce a further aspect to the course, in which students have an additional either one-to-one or group session with Alice to discuss their finished fired tests that they made during the workshop. This session could take place a few weeks later (to allow for student reflection, and the practicalities of firing their tests) and could enable the workshop to further impact their practice by truly understanding the information learnt, apply it practically, explore the knowledge independently and reflect collectively, aligning with Kolbs’s Learning Cycle.
As a course which recruits students globally, I am interested to see how students have found the pace of the workshop, particularly if English is not their first language. Feedback from my class previously has concluded that students feel rushed at times, or cannot multitask when learning a new skill. So I hope that the flipped class-room can firstly give students foundational knowledge, allowing for them to apply the knowledge within the asynchronous workshop.
Finally, all of my post class questions and the evaluation for the assessment will enable me to gain a greater understanding of the flipped classroom model. It will allow me to decide whether changing the lesson plan from my normal non-flipped approach will be beneficial and enable all my students to reach their LO’s. The reason for adding the flipped classroom is to bring further knowledge to the students in a scaffolded way, giving greater time in class for further student-centred support and collaborative discussion.
30 Jun 0:43| Last reply 30 Jun 10:52
Rizwan, R. (2025) Reflect/ Discuss Week 6 Forum. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30025?module_item_id=85541 (accessed 30/06/25)
According to me below are the main points to consider when evaluating a flipped class room approach;
Effective flipped learning requires alignment between pre-session materials and active face-to-face tasks. Otherwise disconnected components lead to student frustration and loss of engagement. For example, my health case study podcast explicitly links to the live session through embedded quiz questions that inform group discussions.
Quantitative (e.g., pre-session completion rates) and qualitative data (e.g., focus group feedback) reveal implementation gaps. Student engagement evaluation plays a vital role to evaluate the pilot FC approach thus if going well can be further improved for future.
Formative and summative assessments must validate the flipped approach. Constructive alignment framework highlights the need for activities to directly develop assessed competencies.
These criteria address the core challenges of motivation, integration), and validity in flipped learning.
30 Jun 10:52
Manage Discussion by ALICE ROBSON-WALTON
Reply from ALICE ROBSON-WALTON
Great points Rabeea,
Can I ask if you have pre-planned a few questions for your synchronous lesson with students to guide students to consider what they have learnt? I am using this as an icebreaker activity for my students who haven't met before. It also brings opportunity for critical deeper discussion and understanding.
Your comment on constructive alignment has made me realise how I can integrate this into potential development for my stand-alone class, with no formative or summative assessment. It has made me consider how I can bring this motivation for students to take part in all aspects of the class if there is no current end reward or recognition. What if my students don't have this self motivation? Maybe I could include a follow up meet for students to discuss findings? This could develop the class into a mini course containing: pre-class webcast, mini quiz, in-class workshop, post-class feedback and post-class reflective seminar session.
26 Jun 19:53| Last reply 30 Jun 11:02
Harrak, F. (2025) Reflect/ Discuss Week 6 Forum. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30025?module_item_id=85541 (accessed 30/06/25)
What three key things do you think are important to consider when evaluating and making judgements about the effectiveness of a flipped classroom approach? Why?
Three critical factors are taken into account when assessing and forming opinions regarding the efficacy of a flipped classroom approach:
Student engagement
Pedagogical alignment
Reflective practice
1. Student Engagement
Student motivation and active participation are essential components of effective flipped learning, which are essential for both pre-class preparation and in-class activities. In order to engage with online materials in a meaningful manner, learners must be assisted in the development of digital literacy and self-regulation skills, as Littlejohn and Pegler (2007) emphasise. In-class collaborative work may be devoid of depth and purpose if learners are not actively participating in the preparatory content. Consequently, it is imperative to evaluate the efficacy of student interaction, autonomy, and engagement.
2. Pedagogical Alignment and Learning Design
The intended learning outcomes and assessment methods must be in alignment with the design of a flipped classroom. Stein and Graham (2020) contend that the efficacy of hybrid approaches is contingent upon the seamless integration of online and in-person components. The reversed design should be intentionally structured to complement, not supplant, traditional instructional delivery through the organisation of learning activities. Evaluators should evaluate whether in-class time is allocated for higher-order learning (e.g., analysis, synthesis) and whether the digital content facilitates or impedes these objectives.
3. Reflective Practice
Critical reflection should be employed to perpetually enhance the efficacy of any instructional approach. Johns (1994) underscores the importance of reflection in professional practice, urging educators to evaluate their assumptions, student responses, and contextual factors. Educators can modify the flipped approach to accommodate the changing requirements of learners and enhance their practice over time by implementing a reflective model. In order to make an informed decision, it is imperative to collect feedback and reflect on both the learner experience and teaching strategies.
In conclusion, the evaluation of the flipped classroom is fundamentally reliant on engagement, alignment, and reflection. These components guarantee that the methodology is pedagogically sound, learner-centred, and adaptable to the dynamics of the classroom in real time.
References:
Johns, C. (1994) Nuances of reflection. Journal of Clinical Nursing, 3, pp.71–750. (Accessed: 26 June 2025).
Littlejohn, A. and Pegler, C. (2007) Preparing for blended e-learning. 2nd edn. London: Routledge.
Stein, J. and Graham, C.R. (2020) Essentials for blended learning: a standards-based guide. 2nd edn. Oxon: Routledge.
