Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?

Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, which they solve problems and discuss ideas based on course material. Would see any value performing similar tasks flipped-classroom settings, or would regard the introduction of a second modality as redundant? Following replacement traditional lectures with flipped teaching within three physiology courses, tutorials ongoing, questionnaire responses showed that students felt learned understood more, better-prepared for exams. Although similarities were recognised, context active learning evidently made classroom tutorial feel very different, probably because different levels attention from instructors. Questionnaire interview comments suggested complementarity between two approaches, engaging could give more confidence essay-writing, while offered individually-tailored feedback.