Enhancing the Design and Analysis of Flipped Learning Strategies

Martin Jenkins, Rena Bokosmaty, Melanie Brown, Chris Browne, Qi Gao, Julie Hanson, Ketevan Kupatadze


There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in ‘flipped’ approaches and improved practice of educational design in ICT supported learning environments. This paper makes two main contributions. It situates flipped learning strategies within a pedagogical framework, thus linking them to higher-level pedagogy. Additionally, it proposes an approach to both analysing and designing flipped learning strategies. This exploratory approach provides a guide for educators to map how their tactics fit amongst other instances of flipped learning. Examples of flipped learning approaches are provided to illustrate this mapping. The Flipped Learning Matrix, developed by this SoTL inquiry, is a tool for both critical reflection of existing approaches and course design, empowering the educator to design their own flipped version that is pedagogically sound and fit for purpose.


Flipped Learning; Flipped Classroom; Inquiry-Based Learning; Educational Design; Pedagogical Strategy

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DOI: https://doi.org/10.20343/teachlearninqu.5.1.7

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Teaching & Learning Inquiry is the official journal of the
International Society for the Scholarship of Teaching and Learning (ISSOTL)