Blended learning for large groups medium impact approach

A medium-impact approach is where an online activity replaces an existing face-to-face activity. For this reason medium-impact approaches will normally involve some consideration of what activities work most effectively in a face-to-face environment and what activities are more suited to online delivery. For medium and high - impact approaches the online elements must be integral to the module.

 Flipping a lecture. Set up time requirement 3-6 months

Flip a lecture or part of a lecture by moving direct instruction of core knowledge away from the face-to-face time and deliver the material online in order to use the face-to-face teaching time to check understanding, increase interaction and concentrate on concept engagement. (Hamdan et al. 2013).

Finding the flippable moment

Sounds good, but how do you decide which lecture to flip? Honeycutt (2013) provides some advice on how to find those flippable moments.

  • Identify areas of confusion.

  • Identify the critical knowledge that students need to master.

  • Identify where you need to move students beyond recall of facts and encourage them to critically engage with the subject.

  • Identify where students get bored and flip that session to use the class time to engage students in a discussion or activity on that content.

You might find it useful to review Honeycutt’s (2013) blog post for Faculty Focus on how to find those flippable moments.

Preparation is key to a successful flipped lecture. Development of the online material takes time and don’t overlook how you are going to structure your in-class activities. Bruff (2012) highlights it is the face-to-face elements that makes a flipped learning model work. See the table below for some suggestions on how to structure a flipped learning approach.

Preparation materials and activities

In-class activities

Review materials and activities

  • Lecturer redesigns lecture as short, discreet topics of study.
  • Lecturer records short lectures using Kaltura Capture and makes available to students via Moodle.
  • Lecturer provides pre-reading using Reading Lists Online.
  • Lecturer provides students opportunities to consolidate their knowledge using Quiz, H5P or Forum.
  • Consider using Restrict access settings to release content on completion of certain activities or on receiving a certain grade.
  • Consider using Activity Completion which staff and students can use to track progress. Activities might be shown to be 'completed' automatically e.g. when a quiz is submitted, or manually marked as completed by the Student. Activity Completion can be used in combination with Restrict Access.
  • Review Logs including Activity completion to get an overview of student participation ahead of the face-to-face session.
  • Lecturer can review results of Quiz or Forum to inform in-class discussion.
  • Students get an opportunity to engage in structured discussions and get feedback from their peers and the lecturer.
  • For ideas on how to structure discussions with large groups of students see the LEaD website  
  • Introduce next online resources and activities.
  • Lecture produces a summary of key learning points that are placed on a Forum for students to review.
  • Lecturer sets up a One Minute Paper using Feedback activity to get feedback on students learning in the session.
  • Student undertakes reading and activities to extend on learning.

Technology skills required

Familiarity with, or time available to learn how to develop effective multimedia resources. 

Familiarity with, or time available to learn how to develop effective quizzes online. 

Confident in uploading files in Moodle.

Familiarity with, or time available to learn how to design your Moodle module to provide an effective learning experience for the students by providing structure and navigation through the module.

Familiarity with, or time available to learn how to use Restrict access settings.

Familiarity with, or time available to learn how to set up and moderate Forums. 

Familiarity with, or time available to learn how to use Logs to monitor participation and take action on lack of participation.

Prepare your students

The flipped model requires students to take more responsibility for their learning and we recommend explaining to your students why you have adopted this approach to a lecture and the learning benefits for them. Explain how you expect them to engage with the online and the in-class activities. Be clear with your students on how much time you expect them to spend on online activities.

Find out more

Gill Harrison and Allison Harris from City presented at the 2014 Learning at City Conference about their experience of the flipped classroom.

 Develop revision resources online. Set up time requirement 3 months

Move a revision session from face-to-face session online to help personalise the experience for a diverse student body and help students take responsibility for their revision.


Technology skills required


Set up time required

You can start the online revision session with an Online Quiz that helps students identify their strengths and areas for development and the feedback provided can help students to plan a revision schedule that meets their requirements. Develop a series of Quizzes to help students consolidate their knowledge and suggest resources in the module that students need to review in order to master the module content.

Moodle Resources and familiarity with or time available to learn how to present content in an engaging manner using
video Resources
Ability to develop a well structured Moodle module and Moodle Quiz .

You can also use Restrict access settings to release different materials based on the student’s score in the Quiz.

3 months.

 Gain a better understanding of students prior knowledge and remove some direct instruction to help students engage with core ideas and concepts of the module. Set up time requirement 3 months

 With large student groups you there is likely to be a large variation in prior knowledge that can impact negatively on student engagement and motivation.


Technology skills required


Set up time required

  • Develop an Online Quiz for students that addresses the prior knowledge that you expect students to have.
  • Based on students responses to particular questions you can provide links to additional resources to help students develop their understanding.
  • Change the format of your second lecture to a peer instruction model where you develop in-class questions with small group discussion to address areas of difficulty identified in the Quiz.
  • Use the Online Quizzes and Peer Instruction model as required.

Moodle Quiz , 

Restrict access settings 

Poll Everywhere.

Start this approach at the beginning of a module.

3 months.

Next steps

Click on the link below to what resources are available to support you? to find how you can use this resource to develop your medium-impact approach and what other resources are available to support you.


Blended learning home

What resources are available to support you?

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