Introduction
Flipping the classroom is often hailed as a pedagogical goldmine, promising active learning, deep engagement, and transformative student experiences. However, the reality often falls short, with students frequently arriving unprepared, neglecting the vital pre-work that underpins the entire approach. Within the “Innovation and Entrepreneurship in the Immersive World” unit at the University of Bristol’s Immersive Arts and Immersive Technology programmes, we faced this very challenge. Our goal was to cultivate entrepreneurial thinking through active dialogue and collaborative exploration, but how could we ensure students arrived equipped to participate?
The Challenge
Our initial attempts mirrored the classic scenario: content was provided, questions were posed, but the in-class discussion felt flat. Many students had skimmed, or worse, ignored the pre-assigned materials. Recognising the need for a more pragmatic approach, we decided to embrace a strategy that acknowledged the realities of student behaviour.
The Strategy: A Calculated Start and Holding Our Nerve
We implemented a two-pronged approach designed to nudge students towards consistent pre-work engagement.
- The Wake-Up Call: In the first week, after an honest conversation with the class where it was clear almost no one had done the pre-reading, we allocated a short break (during the class) for students to quickly skim the pre-assigned content and then proceeded with the intended discussion. The result was a disjointed, superficial conversation, where foundational concepts were misunderstood and deeper exploration was impossible. At the end of the session, we explicitly discussed the difficulties students experienced, emphasising the value of completing the pre-work. We presented it as a learning opportunity regarding how we could do better next time.
- Holding Our Nerve: In week two, we repeated the process. It was tempting to abandon the flipped model and revert to traditional lectures. However, we held our nerve. Again, the class was challenging, but a few more students had engaged with the material. However, by week three, a subtle but significant shift occurred. Students arrived prepared, having completed the pre-work, and the class discussion was vibrant, insightful, and truly engaging. The momentum had shifted.
The Outcome: Consistent Engagement and Transformative Dialogue
The results were transformative. By acknowledging the initial resistance and strategically guiding students towards consistent pre-work, we created a culture of active engagement. The ten pre-assigned questions became a catalyst for meaningful dialogue, fostering a collaborative learning environment where students explored entrepreneurial opportunities within the immersive space.
Conclusion
The lesson was clear: flipping the classroom requires more than just providing content. It requires a strategic approach that acknowledges the realities of student behaviour and provides a structured pathway towards engagement. By holding our nerve and demonstrating the value of pre-work, we empowered students to become active participants in their own learning, ultimately fostering a more innovative and entrepreneurial mindset.
