Key Findings

Impact on learners

• Qualitative analysis of the research indicated that the application of the flipped classroom had significant benefit in terms of student experience.
• Quantitative analysis showed that the approach had little ongoing effect on the academic performance of the students.
• The overall outcomes have shown that there is benefit in the flipped approach and the approach will continue to be used in this class.
• Recommendations from the study have led to small scale uptake of the approach in other engineering classes at the University of Canterbury, in particular for small modules within courses.

Impact on lecturers

• The lecturer of the flipped classroom has a more in-depth understanding of pedagogy as a result of facilitating the flipped classroom.
• The flipped classroom approach has provided an ongoing resource for teaching and learning that becomes increasingly efficient in terms of lecturer effort for each iteration of the class.
• The critical analysis of the approach used will lead to improvements in the facilitation of the course, in particular, the lecturer is more empowered to provide the students with detailed recommendations for successful engagement with the flipped classroom approach.

Key Recommendations

Recommendations for lecturers

Materials development and provision | Varied and balanced materials should be presented to students using a range of strategies to ensure that students remain engaged in the course. In particular, strategies could include: lecturer developed videos, use of existing materials available on the internet (such as Khan Academy), online forum discussions to enhance understanding in a collaborative way, post video quizzes, authentic collaborative problem solving and other innovative ICT tools as they emerge.

Lecturer attitude | A positive lecturer approach to students’ potential to learn is essential. Understanding that the lecturers approach to their students learning and the material they are teaching has a huge impact on ongoing student achievement. If all students have the potential to learn then it stands to reason that lecturer approach and attitude are the main contributing factors in students’ achievement.

Quality of materials | Students need to have confidence that the course materials are of a high quality, succinct and engaging and without any errors. Students in this study suggested professional video editors should have been consulted during development of the course materials.

Availability and accessibility of content | Students recommended that all workshop and video materials be available to the students well in advance so that they could better manage their time and self-paced learning. Along with this we would recommend a very clear schedule of the face-to-face workshops and with a detailed outline of content so that students are adequately prepared for each workshop.

Student preparation | Students need to be well prepared for the flipped approach. Most students have never experienced similar teaching approaches in the past. Hence, the process, its rationale, philosophy, advantages and inherent risks should be clearly explained to all participants prior to engagement. It should not be assumed that students have the maturity to effectively manage their time for effective self-paced learning. Opportunities for frequent student feedback on the effectiveness of the approach will also provide valuable feedback to the lecturer with regards to student readiness to learn in a flipped classroom, as well as areas that need particular attention.

Recommendations for students

Student preparedness | Students themselves need to be prepared for the flipped classroom. Students in this study recognised the considerable difference to other approaches, and the need to adapt. Students need to take ownership of their learning and commit themselves to taking on board strategies to succeed in the alternative flipped approach.

Receptivity to approach | Students’ receptiveness to the alternative strategy and active engagement with peers and lecturer is critical to efficient learning in the flipped classroom. Students recognised the benefit of interacting with the lecturer and peers in the workshop and in some cases, while engaging with the videos.

Time management | Flipped classroom students must develop time management strategies and be self-disciplined to ensure materials are engaged with in a timely manner. Failure to engage with course material in a timely manner renders the help sessions useless. When non-attendance is ongoing and the student becomes further behind, the flipped classroom can lead to a compounding problem for the student to catch up.