Student perceptions of flipped learning

Abstract

Flipped learning has been the subject of significant hype and attention but descriptions of the development and the evaluation of this pedagogical model are lacking. Flipped learning is an inverted teaching approach where students learn the basics via short videos at home, then come to class to complete challenges and clarify any misunderstandings. This paper describes how an IT unit was delivered using the flipped learning approach. A survey was used to determine how students perceived flipped learning. Students were generally positive about the approach, particularly the convenience and flexibility of the flipped videos. Although face to face teaching time was reduced in this flipped learning implementation, students felt that they interacted more with their instructors and peers. Students felt strongly positive to walkthroughs and were mixed as to the need for the instructors face. Significant efforts to produce high quality and engaging videos were made, but the survey suggested that students learnt the most during tutorial time. The relative importance of interactive tutorials is congruent with a large body of research and pedagogical approaches advocating the importance of active student-centred learning