Active learning in flipped classroom and tutorials: complementary or redundant?

Mason, M. J. and Gayton, A. M. (2022) Active learning in flipped classroom and tutorials: complementary or redundant? International Journal for the Scholarship of Teaching and Learning, 16(2), 6. (doi: 10.20429/ijsotl.2022.160206)

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Abstract

Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following the replacement of traditional lectures with flipped teaching within three physiology courses, with tutorials ongoing, questionnaire responses showed that students felt that they learned and understood more, and felt better-prepared for exams. Although similarities were recognised, the context of the active learning evidently made flipped classroom and tutorial teaching feel very different, probably because of the different levels of attention from the instructors. Questionnaire and interview comments suggested a complementarity between the two approaches, in that engaging with problems within a flipped classroom could give students more confidence in tutorials and in essay-writing, while tutorials offered more opportunities for individually-tailored feedback.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Gayton, Dr Angela
Authors: Mason, M. J., and Gayton, A. M.
College/School:College of Arts > School of Critical Studies > English Language and Linguistics
Journal Name:International Journal for the Scholarship of Teaching and Learning
Publisher:Georgia Southern University
ISSN:1931-4744
ISSN (Online):1931-4744
Published Online:31 May 2022
Copyright Holders:Copyright © 2022 The Author(s)
First Published:First published in International Journal for the Scholarship of Teaching and Learning 16(2): 6
Publisher Policy:Reproduced under a Creative Commons License

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