‘Flipping the classroom’: a theoretical and practical exploration


  • Lynne Jump School of Health & Social Care




This case study explores the use of the ‘flipped classroom’ in the context of an undergraduate Academic Preparation course. The initiative inverted delivery of the course in that the students studied the formal content as homework and small group discussion and individual support was provided during face to face classroom time. There is very little research evidence in support of the recommendations that by flipping the classroom overall student learning is improved. Therefore this study explores the concepts that underpin the flipped classroom both theoretically and practically, and reports on student feedback of the initiative. As a group the students expressed low levels of satisfaction with the course delivery but individually students reported a strong sense of personal achievement.

Author Biography

Lynne Jump, School of Health & Social Care

Dr Lynne Jump initially worked as a nurse in a variety of clinical settings including intensive care and hospice care before moving into education as the Programme Area Leader for Health and Social Care at Lewisham College. She moved from teaching in the FE sector to take up the post of Senior Lecturer in Open and Distance Education at the University of Greenwich in 2000 and now is Programme Leader MSc Continued Professional Development and the MA Professional Practice in Health and Social Care at University of Greenwich.


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