Are first year students ready for a flipped classroom? A case for a flipped learning continuum

Tomas, Louisa, Evans, Neus (Snowy), Doyle, Tanya, and Skamp, Keith (2019) Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16 (5).

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In our first year science and sustainability education subject, how to best support pre-service teachers to meet the conceptual demands of understanding important socio-ecological challenges such as climate change is a key focus of our teaching practice. In this multi-method case study, we explore how a flipped classroom supported students' engagement and learning by way of an end-of-semester student survey, and a narrative account of our experiences, as educators, enacting the active learning strategies in class. Analysis of survey data showed that while students reported a high level of engagement with the videos and believed that they supported their learning, opinions were divided as to whether a flipped classroom was preferred over traditional lectures. Additionally, our reflections on how students engaged with the active learning strategies revealed that significant time was required at the start of class to review key concepts, as students appeared reluctant to engage independently with the planned activities–particularly those that involved more challenging science concepts. Informed by these findings, we propose a flipped learning continuum that fosters different levels of student-centred learning and autonomy, depending on students' learning needs and their readiness for a flipped learning approach. In the context of the first year experience, specifically, some teacher-led instruction may be appropriate in a flipped classroom to support students' transition to learning in higher education.

Item ID: 56619
Item Type: Article (Research - C1)
ISSN: 2365-9440
Keywords: flipped learning, higher education, first year experience, science education, sustainability education, pre-service teacher education
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Copyright Information: © The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made
Funders: James Cook University (JCU)
Projects and Grants: JCU Teaching and Learning Development Grant
Date Deposited: 11 Feb 2019 03:58
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified @ 50%
39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 20%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30%
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