Your First Flipped Learning Adventure

A woman sits working at a laptop computer

If you're considering using flipped learning techniques in your teaching, or just want to know a bit more about it, enroll on our new online course.

Dr Kirsten Bartlett from the Department of Psychology collaborated with the Online Learning and Technology Enhanced Learning (TEL) Teams to create Your First Flipped Learning Adventure, a short online course to help you put flipped learning into practice with your students.

It's open to all staff, so if you're not a tutor but just curious to know more about flipped learning, you're still welcome to take the course.

There are two ways to enroll:

  • Access through our Learning Management System (LMS) tab in My Services (where you'll also find lots of other internally run courses, by subject area).
  • Follow this link: (you'll need to be logged into Muse or it will prompt you for your University username and password).

There's no start date; join anytime, and work through it at your own pace.

The course is delivered online, and will take around three hours to complete in total. There's no live facilitation but there are plenty of resources and signposting to support you in your flipped learning journey.

By the end of this course, you will be able to:

  • Apply flipped learning techniques to your teaching
  • Evaluate the effectiveness of flipped learning design
  • Understand the support and resources available to you relating to the design and creation of flipped learning materials
  • Identify some successful flipped learning case studies from across the institution

What is flipped learning?

Flipped learning graphic

It's a different approach to conventional classroom tuition, restructuring teaching to make the most of contact time between students and tutors – especially at university, where contact time varies between disciplines.

In a flipped classroom, the homework and lecture elements of a traditional teaching approach are reversed, with the students engaging with the tuition ahead of class, leaving the contact time for a deeper discussion of their new knowledge. It means students are a more active participant in their own learning which, in turn, means they'll end up with a deeper understanding than if they just sat and listened with a bit of follow up reading. Classroom time can then be used for questions, discussion and further exploration.