Student Experiences with the Flipped Classroom

Research output: Contribution to conferencePosterpeer-review


The basic model of the ‘Flipped Classroom’ where students view on-line material as preparation for interactive facilitated sessions is compelling. This approach has been gaining popularity in recent years although it is only relatively recently that empirical evidence of benefits and advantages to this approach have begun to emerge in the literature.
At the R(D)SVS, we have piloted the use of the flipped classroom in several courses in session 2013/14. Articulate storyline and powerpoints with audio were the tools used to generate the resources, some of which are available here as an example:
Evaluation of the student experience using these resources was carried out by questionnaire using open and closed questions. Students thought that the online and face to face sessions were mostly well linked and did not expressed any statistically significant preference for the online versus the face to face sessions. Thematic analysis of advantages highlighted a dominant theme of being able to cover material at their own pace. The interactivity of the resources and ability to replay lectures were also noted as advantages. Themes present in the disadvantages data were: the need for self-motivation, the time it took to review the on-line resources, the lack of immediacy of staff contact and a greater desire for staff contact when difficult areas were being covered.
Original languageEnglish
Publication statusPublished - 10 Jul 2014
EventVetEd 2014 - Bristol, Bristol, United Kingdom
Duration: 10 Jul 201411 Jul 2014


ConferenceVetEd 2014
Country/TerritoryUnited Kingdom


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