‘Flipping the classroom’: a theoretical and practical exploration

Abstract

This case study explores the use of the ‘flipped classroom’ in the context of an undergraduate Academic Preparation course. The initiative inverted delivery of the course in that the students studied the formal content as homework and small group discussion and individual support was provided during face to face classroom time. There is very little research evidence in support of the recommendations that by flipping the classroom overall student learning is improved. Therefore this study explores the concepts that underpin the flipped classroom both theoretically and practically, and reports on student feedback of the initiative. As a group the students expressed low levels of satisfaction with the course delivery but individually students reported a strong sense of personal achievement.