12: Create Virtual and Flipped Classrooms

Post-Class Activities – Reflection, Feedback, and Consolidation of Knowledge

1. Introduction

In a flipped classroom, learning does not stop when the class ends. Instead, it continues beyond the classroom through well-structured post-class activities that reinforce learning, encourage reflection, and support continuous improvement.

These activities help students internalize knowledge and develop critical life-long learning skills such as self-regulation, metacognition (thinking about one’s own learning), and independent problem-solving.

According to Bishop and Verleger (2013) and Talbert (2017), post-class engagement ensures that students do not merely memorize facts but develop the ability to apply and transfer knowledge to new contexts.

Post-class work completes the flipped classroom learning cycle, linking the three essential phases:

1. Pre-class learning (students prepare using digital materials or OER)
2. In-class engagement (students apply concepts actively)
3. Post-class reflection (students consolidate and deepen their understanding)

In short, post-class activities transform temporary engagement into long-term, meaningful learning.

2. Key Post-Class Activities

2.1 Reflection

Definition:
Reflection is the intentional process of thinking deeply about what was learned, how it connects to prior knowledge, and how it can be applied in real-life situations.

Purpose:

• Develops self-awareness about learning progress.
• Encourages deep learning, not just surface memorization.
• Helps learners identify strengths, weaknesses, and misconceptions.
• Builds confidence in applying knowledge in authentic contexts.

Examples & Implementation:

• Learning Journals: Students write weekly reflections on what they learned, challenges faced, and lessons applied.
• Discussion Blogs or Forums: Learners share reflections online and respond to peers’ thoughts (e.g., using Moodle, Canvas, or Padlet).
• Guided Reflection Prompts:
• “Which topic challenged you most today, and why?”
• “How can you apply this learning in your job or daily life?”
• Video Reflections: Students record short clips summarizing what they learned (use tools like Flip, Loom, or YouTube).

Educational Value:
Reflection strengthens metacognitive skills, helping learners monitor and adjust their study habits for continuous improvement (Schön, 1983).

2.2 Feedback

Definition:
Feedback is information provided to learners about their performance, progress, or understanding to guide improvement and mastery.

Purpose:

• Reinforces what students have done correctly.
• Identifies and corrects misunderstandings early.
• Encourages motivation and persistence.
• Builds trust and dialogue between teachers and learners.

Examples & Implementation:

• Instructor Feedback: Teachers provide detailed comments on assignments, discussions, or projects through the LMS or email.
• Peer Feedback: Students exchange constructive feedback on each other’s work, helping build collaborative learning communities.
• Automated Feedback: Use Google Forms, Kahoot!, or Canvas Quizzes to offer instant responses to practice exercises.
• Self-Feedback: Learners review rubrics and assess their own performance to foster independence.

Good Practice:
Feedback should be specific, timely, and constructive—focusing on what went well, what needs improvement, and how to improve.

2.3 Consolidation of Knowledge

Definition:
Consolidation refers to activities that strengthen and integrate knowledge after class, ensuring learners can retain and apply what they have learned.

Purpose:

• Encourages long-term memory retention.
• Connects pre-class and in-class learning for continuity.
• Prepares learners for upcoming lessons or real-world applications.

Examples & Implementation:

• Practice Exercises: Assign problem sets, quizzes, or short projects related to the lesson.
• Concept Mapping: Learners create visual diagrams linking key ideas.
• Peer Review Sessions: Groups discuss what they learned and clarify difficult concepts together.
• OER-Based Enrichment: Encourage learners to explore open resources like:
• Khan Academy for skill practice and videos.
• PhET Simulations for hands-on science and math learning.
• OER Commons for open readings, activities, and projects.

Example:
After a flipped lesson on environmental management, students use PhET simulations to test different pollution control methods and write reflections on results.

3. Integrating Multimedia and OER in Post-Class Learning

Digital technologies and Open Educational Resources (OER) make post-class learning interactive, flexible, and cost-effective.

Type of Tool	Examples / Platforms	Purpose
Videos	YouTube, TED-Ed, OER Commons	Recap lessons or demonstrate applications
Interactive Quizzes	Google Forms, Kahoot!, Quizizz	Self-assessment and immediate feedback
Simulations & Virtual Labs	PhET, GeoGebra, OpenSim	Experimentation and experiential learning
Discussion Forums & Blogs	Moodle, Padlet, Edmodo	Reflective dialogue and peer exchange
Open Educational Resources (OER)	OER Commons, MIT OpenCourseWare	Access free readings, case studies, and exercises for continued learning

Benefits:

• Encourages autonomous learning and curiosity.
• Accommodates different learning styles (visual, auditory, kinesthetic).
• Enhances equity and inclusion by reducing resource barriers.
• Promotes global collaboration through open sharing of knowledge.

4. Benefits of Post-Class Activities

1. Promotes self-directed learning: Students learn to plan, monitor, and evaluate their progress.
2. Enhances retention: Regular review and practice improve long-term memory.
3. Encourages critical reflection: Learners connect theory with real-world situations.
4. Provides continuous assessment: Feedback keeps learners on track.
5. Prepares for future learning: Builds a strong foundation for upcoming topics.
6. Improves motivation: Students see progress and feel ownership of their learning journey.

5. Best Practices for Effective Post-Class Activities

1. Align with learning objectives: Every post-class activity should reinforce the intended learning outcomes.
2. Blend multiple approaches: Combine reflection, feedback, and consolidation strategies.
3. Use technology thoughtfully: Integrate LMS tools, OER, and digital quizzes to enhance learning.
4. Encourage collaboration: Let learners share insights and feedback with peers.
5. Ensure accessibility: Provide materials that can be viewed on mobile devices and low-bandwidth networks.
6. Provide timely feedback: Feedback given promptly after learning boosts confidence and improvement.
7. Monitor and adapt: Use learner analytics and feedback to refine activities for better outcomes.

6. Conclusion

Post-class activities form the final stage of the flipped classroom model, turning active engagement into deep, lasting understanding.
By reflecting, receiving feedback, and consolidating knowledge, learners become more independent, confident, and capable thinkers.

When educators integrate OER, multimedia tools, and reflective practices, they build a bridge between learning and application—ensuring that knowledge gained in the classroom continues to grow long after class ends.

Key Takeaway:
Effective post-class activities complete the learning cycle, transforming temporary learning into continuous intellectual growth.

7. References

• Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings.
• Talbert, R. (2017). Flipped Learning: A Guide for Higher Education Faculty. Stylus Publishing.
• 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.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Khan Academy. (2023). About Khan Academy. https://www.khanacademy.org
• PhET Interactive Simulations. (2023). University of Colorado Boulder. https://phet.colorado.edu
• OER Commons. (2023). Open Educational Resources Platform. https://www.oercommons.org
• MIT OpenCourseWare. (2023). Free Learning from MIT. https://ocw.mit.edu