Flipped learning: An effective pedagogy with an Achilles’ heel

ABSTRACT

Flipped learning is seen as offering a more effective means of engaging students and contributing to desirable student outcomes. However, research into the efficacy of flipped learning returns mixed results. Emerging from interviews with 19 students, we find that flipped learning has both positive and negative attributes often experienced by the same student. Our research highlights that flipped learning strategies need to be purposefully conceptualised and understood as either influencing learning or facilitating learning; that the facilitating strategies are critical to satisfaction in a flipped learning environment; and the influencing strategies most likely to be resisted. Flipped learning’s fundamental assumption, that students can and will do the preparatory learning required, may be its Achilles’ heel.

KEYWORDS:

• Flipped learning
• blended learning
• influencing learning
• facilitating learning
• learning satisfaction

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

R. L. Fisher

R. L. Fisher holds a PhD exploring passion, resilience, obsession and entrepreneurial success in entrepreneurship. She lectures and researches in entrepreneurship and innovation, and has a particular interest in teaching and learning in the digital economy.

R. LaFerriere

R. LaFerriere holds a PhD exploring the leadership behaviours that enable creativity and innovation in organisations. His research interests include entrepreneurship across demographic and cultural groups; organizational change, innovation and creativity management, leadership and cross-cultural study.

A. Rixon

A. Rixon holds one of the first PhD’s in complexity science from the University of Queensland, Brisbane. With extensive experience consulting internationally in the areas of action learning, leadership and change, Andrew’s research interests include professional purpose, sense of belonging and leadership in emergency medicine.