Dr Matthew Jacques, University of Nottingham, UK
How COVID-19 changed the ways we teach
COVID-19 resulted in many changes in how we teach; the most prominent being the shift to online teaching. We learnt a lot in the first year of the pandemic as we tried out different approaches, including more effective use of virtual learning platforms and integration of interactive tools into teaching. One of the most prominent and successful methods was the implementation of a flipped classroom approach.
The flipped classroom method aims to promote active learning by putting more emphasis on the student to take ownership of their learning, whereby they are encouraged to watch bite-sized content on core concepts prior to attending the lecture. The lecture itself (termed Consolidation Session), involves activities to reaffirm the student’s understanding, and target teaching to concepts the students require clarification on. By providing asynchronous lecture material before classes, students have time to acquire the knowledge, so they can use the consolidation sessions to practice and apply concepts and ideas through interaction with peers and lecturers.
After the consolidation sessions, students reflect upon the feedback they have received in class to further their learning. Proponents of the flipped classroom approach emphasise the deep learning/higher level cognitive skills that it encourages. This helps develop their understanding compared to encountering the content for the first time a traditional lecture format.
Remote learning vs in-person teaching
During remote learning, student evaluation of the modules demonstrated that students were highly receptive of the flipped classroom approach. We found that the module was the highest ranked across all modules in the degree, resulting in it being utilised in the return to in-person teaching. During the gradual integration back to in-person teaching, the module received positive feedback once again, with students appreciating the approach.
In the current academic year however, the flipped classroom approach has received somewhat negative feedback from students. Following focus groups, the student perception was that the flipped classroom approach was a hangover from remote learning, and not in line with the expectations of students for in-person teaching at the university. Students reported not doing the pre-session work in time, which meant that they were less motivated to attend the consolidation session. Students also felt that if the core content for assessment was pre-recorded, there was no need for the in-person consolidation sessions.
As always, student engagement is key
In conclusion, teaching through COVID-19 helped many pedagogical teaching tools to be developed and improved. The desire for in-person teaching remains strong for the majority of students and should be utilised where possible, with students still showing a desire for traditional lecture formats. The flipped-classroom approach can be an effective teaching method, however needs to be well designed, with high quality asynchronous material, and engaging and interactive consolidation sessions, in order to promote student engagement with the process.
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