Exploration of a Novel Flipped Classroom Model Supported by Debriefing Videos

Introduction This mixed‐methods study explores a modified flipped classroom approach using students' perceptions of the learning process and the availability of videos that captured the flipped class debriefings, which could be viewed out of class. Methods Five focus group interviews were conducted with 21 students to explore students' experiences. A thematic analysis was performed using an inductive approach to identify main themes. Video access data were retrieved and analysed. Results Four key domains were identified (pedagogy, learning resource affordance, learning and affective aspects) within the different phases of teaching and learning. The question‐based worksheets guided learning both before class and in‐class for independent and collaborative learning. A wide range of self‐study strategies was identified. In class, small‐group discussions facilitated co‐construction of knowledge, which prepared students for discussion in the whole‐class feedback. The teacher's Socratic questioning during the feedback explored students' answers and declarative knowledge by affirming and error‐correcting student answers and understanding. Inadvertently, previous years' feedback videos were still available online for this cohort to watch, which helped current students prepare for their own flipped class. The video data revealed 82% of 2021 cohort students watched at least one video, with a total video consumption of 466 videos during their academic year. Conclusion This modified flipped classroom approach provided an active and iterative learning experience of required content both individually and socially between participants to support students' proximal development of challenging learning content. The expert‐student dialogue videos supported students at different levels as well as before and after the in‐class discussions.