What is Flipped Learning?

‘practice that creates learning through active participation and skills development through the curation of educational experiences in a technology rich learning environment’.

Flipped learning is an approach that utilises the benefits of learning technologies and places an emphasis on student participation and the learning process. Within this approach there is a wide range of potential ways in which the flipped approach might be interpreted. How it is interpreted will be impacted upon by a wide range of factors, (such as student level, professional requirements, staff experience); however any implementation of the flipped approach must be looking to enhance student participation, the learning process and staff-student interaction.

Flipped Learning Usage at Coventry University

In order to gain an understanding of the current use of flipped learning approaches within Coventry University, the Disruptive Media Learning Lab distributed a survey in November/December 2015.  The survey asked teaching staff about the type of flipped learning approaches they used and whether there had been any noticeable outcomes as a result of using non-traditional teaching methods. 97 staff responded to the survey.

  • Flipping
  • Not Flipping


Of the 97 respondents to the survey, 78 of them are currently using Flipped Learning in teaching, whilst 19 are not.

  • FAH
  • FBL
  • EEC
  • HLS
  • CULC
  • CUC


Of the respondents to the survey, 11 came from FAH, 26 from FBL, 18 from EEC, 19from HLS, 6 from CULC, 4 from CUC, and 9from other areas of the University Group.


Of the respondents to the survey, you can see where Flipped Learning is been used in teaching across different year groups within the University Group.

1st Year Undergraduate 40.20%
2nd Year Undergraduate 39.17%
3rd / Final Year Undergraduate 46.39%
1st Year Postgraduate 34.02%
2nd Year Postgraduate 14.43%
3rd / Final Year Postgraduate 10.3%

Flip Staff Time

Flip the concentration of staff time from production of content for dissemination to supporting the development of students’ ideas, behaviours and skills through engagement with evidence and experiences. This implies that materials from many sources will be used, with appropriate permissions, to encourage a broader view of the topic;

Flip Decision Making

Flip the burden of decision-making from the module to expansive course level learning. It could be envisaged that a semester becomes the unit of design and that module tutors co-operate to develop a coherent, challenging and enquiry-led whole.

Flip Student Attention

Flip the focus of student attention from acquisition of content to its curation (selection, organisation and presentation


Flip Activities

Flip the focus of learning activities to active student participation encouraging autonomy in the learning process;