Prior to the COVID-19 pandemic, there was an emerging trend in higher education learning, commonly known as “flipped classroom”, in which students were expected to watch videos, read text, or participated in another activity prior to the synchronized class time, and instructor-led sessions would be used for answering questions and solving problems. During the COVID-19 pandemic courses were held remotely, meaning that, for a large part, students were sitting in front of their computer or textbook doing a synchronous or asynchronous activity. Now, back in person, it is important to understand students’ backgrounds and preferences with different activities in developing course delivery methods and assessments. The purpose of this research to define the opportunities and challenges that stem from the predominant course delivery methods pre-, during-, and post-pandemic, such that these lessons can continue to inform course design moving forward.
Chorlton et al. (2025) studied this question.