Interactive Strategies During Class – Group Work, Collaborative Problem-Solving, Case Studies, Discussions

Interactive Strategies During Class – Group Work, Collaborative Problem-Solving, Case Studies, Discussions

1. Introduction

In the flipped classroom model, the traditional teaching approach is reversed. Instead of using class time for lectures, students study basic concepts before class using videos, readings, and other learning materials. Class time is then dedicated to interactive and practical learning activities.

According to Bishop and Verleger (2013), the flipped classroom transforms students from passive listeners into active learners, who apply what they have learned through collaboration, analysis, and problem-solving.

In this model, the teacher becomes a facilitator and guide, supporting learners as they apply concepts, discuss ideas, and engage in meaningful learning experiences.

Why Interactive Strategies Matter

Interactive strategies during class are not just about “doing activities.” They are structured ways to help students:

  • Think deeply and use higher-order thinking skills such as analysis, evaluation, and creativity.
  • Work collaboratively, improving teamwork and communication skills.
  • Apply theory to practice, connecting classroom learning to real-life situations.
  • Receive feedback in real time, helping correct misunderstandings early.
  • Stay motivated and engaged, as learning becomes social, active, and purposeful.

Research by O’Flaherty and Phillips (2015) shows that interactive strategies increase engagement and result in better long-term retention compared to traditional lectures.

2. Key Interactive Strategies During Class

2.1 Group Work

Definition:
Group work involves students working together in small groups (usually 3–5 members) to complete a shared task, solve a problem, or create a presentation.

Purpose:

  • Encourages peer-to-peer learning and idea exchange.
  • Builds teamwork, leadership, and accountability.
  • Enhances understanding through discussion and explanation.

Implementation Tips:

  • Assign clear roles (e.g., facilitator, recorder, presenter, timekeeper).
  • Provide specific goals and timelines for each task.
  • Rotate group roles regularly for inclusivity.
  • For online settings, use Zoom breakout rooms, Microsoft Teams, or Google Meet.

Example:
Students analyze a real-world issue such as “how renewable energy can reduce carbon emissions” and present their group’s proposed solutions.

2.2 Collaborative Problem-Solving

Definition:
Collaborative problem-solving (CPS) allows students to work together on complex, real-life problems that don’t have straightforward answers.

Purpose:

  • Builds critical thinking and decision-making skills.
  • Encourages creativity and multiple perspectives.
  • Connects academic knowledge to practical applications.

Implementation Tips:

  1. Present an authentic problem related to course content.
  2. Allow groups to brainstorm, analyze, and debate possible solutions.
  3. Encourage use of digital collaboration tools such as:
    • Padlet or Miro for idea mapping
    • Google Docs for shared writing
    • OER Commons for reference materials
  4. End with a class-wide discussion or reflection session.

Example:
Students collaborate to design a community water purification system using principles of chemistry and environmental science.

2.3 Case Studies

Definition:
Case studies involve analyzing a real or hypothetical situation to apply theoretical knowledge to decision-making.

Purpose:

  • Encourages analysis, evaluation, and application of concepts.
  • Develops ethical reasoning and reflection.
  • Helps learners understand the consequences of different decisions.

Implementation Tips:

  • Use real-life examples from business, education, health, or science.
  • Provide guiding questions, such as:
    • What are the main issues or challenges?
    • What are the possible solutions?
    • What would you recommend, and why?
  • Allow learners to discuss in groups and present findings.

Example:
Using a case from OER Commons, students explore how a school district implemented a digital literacy program, discussing challenges and lessons learned.

2.4 Discussions

Definition:
Discussions are structured dialogues in which learners share ideas, challenge assumptions, and reflect on what they have learned.

Purpose:

  • Promotes communication and critical reflection.
  • Encourages diverse perspectives and peer learning.
  • Helps instructors assess student understanding.

Implementation Techniques:

  • Socratic questioning: Pose open-ended questions to prompt reflection.
  • Think-Pair-Share: Learners reflect individually, discuss with a partner, then share with the whole class.
  • Online forums: Use Moodle, Canvas, or Padlet for asynchronous participation.

Example:
Ask: “How can flipped classrooms promote equity and inclusion in education?”
Encourage learners to share personal experiences or examples from research.

3. Integrating Multimedia and OER in Interactive Strategies

OER (Open Educational Resources) play a powerful role in supporting interactive learning by providing free, adaptable, and high-quality materials.

Practical Integrations:

  • Use PhET or GeoGebra simulations for science and math activities.
  • Incorporate TED-Ed or OER Commons videos to start discussions.
  • Use interactive quizzes (Kahoot!, Quizizz) during group sessions.
  • Combine visuals, audio, and text for multimodal learning.

Benefits:

  • Reduces cost barriers for students.
  • Allows teachers to adapt materials to suit local or cultural contexts.
  • Enhances inclusivity by supporting diverse learning styles.

4. Benefits of Interactive In-Class Strategies

  • Transforms passive learners into active participants.
  • Promotes deeper understanding and knowledge retention.
  • Builds 21st-century skills (collaboration, creativity, critical thinking).
  • Strengthens teacher-student relationships through interaction.
  • Makes learning engaging, inclusive, and relevant.

5. Best Practices for Implementation

  1. Set clear objectives – Every activity should link directly to learning outcomes.
  2. Blend strategies – Combine discussions, group work, and problem-solving for variety.
  3. Assign group roles – Prevents dominance and promotes equal participation.
  4. Use technology wisely – Integrate tools like Padlet, Jamboard, and OER Commons.
  5. Facilitate, don’t lecture – Guide learners and encourage exploration.
  6. Reflect and adapt – Gather student feedback to improve future sessions.

6. Conclusion

Interactive strategies are at the heart of a successful flipped classroom.
They empower students to learn actively, apply theory to real-world situations, and collaborate meaningfully.
By using group work, case studies, discussions, and collaborative problem-solving—enriched by OER and digital tools—educators can create dynamic, inclusive, and impactful learning experiences that extend beyond the classroom.

7. References

  • Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings.
  • O’Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. The Internet and Higher Education, 25, 85–95.
  • Talbert, R. (2017). Flipped Learning: A Guide for Higher Education Faculty. Stylus Publishing.
  • PhET Interactive Simulations. (2023). University of Colorado Boulder. https://phet.colorado.edu
  • OER Commons. (2023). Open Educational Resources Platform. https://www.oercommons.org
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. Journal of Economic Education, 31(1), 30–43.
  • Khan Academy. (2023). About Khan Academy. https://www.khanacademy.org

Last modified: Monday, 13 October 2025, 8:57 AM