WORKSHOP REPORT
Active Learning Strategies: The Flipped Classroom & Problem-Based Learning
26 March 2025 | 13:00 – 15:30
Ocean Sciences Campus, B-Block Resource Room
On 26 March 2025, the Faculty of Health Sciences hosted an interactive workshop titled Active Learning Strategies: The Flipped Classroom & Problem-Based Learning. The session was organised by the Learning and Teaching Directorate and facilitated by Mr Ra’ees Khan and Mrs Carmen Whittle. The workshop aimed to introduce educators to innovative, student-centred pedagogical approaches that promote critical thinking, engagement, and lifelong learning.
The session attracted academic staff from various disciplines within the Faculty, all of whom share a common goal: to enhance the quality of teaching and learning in health sciences education through evidence-based, transformative practices.
The healthcare landscape is rapidly evolving, demanding professionals who are not only knowledgeable but also adaptive, collaborative, and critical thinkers. Traditional lecture-based methods often fall short in fostering these competencies. In response, the workshop emphasised the need to shift from teacher-centred to learner-centred environments, leveraging strategies such as the flipped classroom and problem-based learning (PBL).
The workshop was divided into four coherent segments, each building on the last to provide a holistic understanding of active learning design.
Facilitator: Mr Ra’ees Khan
This segment opened with a reflection on the question: “What is learning?” Participants engaged via an interactive poll, setting the tone for a session grounded in dialogue and participation. Mr Khan modelled active learning strategies in real-time, using techniques such as think-pair-share and Socratic questioning. He emphasised that learning is not passive reception but an active process of construction and collaboration.
Part 2: Flipping the Classroom
Facilitator: Mr Ra’ees Khan
Using a video by Salman Khan, “Let’s Use Video to Reinvent Education”, this segment explored the flipped classroom model. Key principles included:
i) Moving content delivery outside class (e.g., via videos, readings).
ii) Using in-class time for applied, collaborative activities.
iii) Designing lessons using the Learning and Design frameworks, which stress learner-centeredness, realism, and theoretical grounding.
Participants discussed the practicalities of flipping a class, including resource development, technology use, and student readiness.
Part 3: Philosophies of Education
Facilitator: Mrs Carmen Whittle
This theoretical segment provided the foundation for informed teaching practice. Mrs Whittle presented an overview of major educational theories and theorists, categorised as follows:
i) Behaviourism (Pavlov, Skinner)
ii) Cognitivism (Piaget, Bruner)
iii) Constructivism (Vygotsky, Dewey)
iv) Humanism (Rogers, Maslow)
v) Connectivism (Siemens, Downes)
Special attention was given to Carol Dweck’s Mindset Theory, underscoring the importance of fostering a growth mindset in students. The presentation highlighted how theoretical understanding can guide instructional design and help create inclusive, motivating learning environments.
Part 4: Practical Session
Participants worked in small groups to redesign a traditional lesson using flipped and PBL strategies. They were encouraged to incorporate principles from the earlier sessions and refer to the pre-workshop reading—a scoping review on flipped classrooms in higher education (O’Flaherty & Phillips, 2015). The activity fostered collaboration and allowed for immediate application of theory to practice.
i) Student resistance: Some participants raised concerns about student pushback when introducing flipped methods. Strategies for managing this included clear communication, gradual implementation, and designing compelling pre-class activities.
ii) Resource intensity: The need for technological support, time, and training was acknowledged. The group discussed leveraging institutional resources and building communities of practice to share materials.
iii) Theoretical alignment: Educators reflected on their own teaching philosophies and how these influence their choice of methods. Many expressed a renewed interest in grounding their practice in educational theory.
iv) Assessment alignment: Emphasis was placed on aligning assessment with active learning objectives—e.g., through project-based evaluations, portfolios, and reflective exercises.
i) Increased confidence in experimenting with flipped and PBL approaches.
ii) A deeper appreciation for the role of theory in teaching design.
iii) Motivation to collaborate across departments to share resources and best practices.
Informal feedback highlighted the value of the practical session and the relevance of the content to real-world teaching challenges.
i) Professional development: Offer follow-up sessions on instructional design, video creation, and facilitating PBL.
ii) Resource support: Develop a shared repository for flipped classroom resources (e.g., videos, case studies, lesson plans).
iii) Community of Practice: Establish a faculty-wide community where educators can share experiences, challenges, and successes.
iv) Student preparation: Introduce students to the flipped model early in their academic journey to build buy-in and self-directed learning skills.
v) Research and evaluation: Encourage scholarship of teaching and learning (SoTL) projects to evaluate the impact of flipped and PBL approaches within the faculty.
The workshop successfully blended theory and practice to inspire a pedagogical shift toward active, student-centred learning. It provided a platform for reflection, collaboration, and professional growth, equipping educators with the tools and confidence to transform their teaching practices.
As the Faculty continues to strive for excellence in health sciences education, such initiatives are crucial to preparing graduates who are not only clinically competent but also critical thinkers, problem-solvers, and lifelong learners.