Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?
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Authors
Mason, Matthew J
Gayton, Angela
Publication Date
2022-05-31Journal Title
International Journal for the Scholarship of Teaching and Learning
ISSN
1931-4744
Publisher
Georgia Southern University
Type
Article
This Version
AM
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Mason, M. J., & Gayton, A. (2022). Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?. International Journal for the Scholarship of Teaching and Learning https://doi.org/10.20429/ijsotl.2022.160206
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.
Identifiers
External DOI: https://doi.org/10.20429/ijsotl.2022.160206
This record's URL: https://www.repository.cam.ac.uk/handle/1810/334859
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