Hybrid Flipped Learning Series Article 3. Designing In-Class Active Learning
Design Strategies 3.1-3.3
Overview
Before moving into the design of in-class teaching and learning, let’s pause to revisit your course’s big picture and learning cycles. In-class learning should lift students from what they have learned in self-paced online modules to the next level.
The online portion of your course builds foundational knowledge and basic application skills, while in-class time gives students opportunities to apply the new knowledge and skills to more complex problems via active engagement. Students test out what they have learned, receive guidance and feedback, and work with peers to strengthen their understanding.
Below, we will explore three design strategies for structuring in-class student engagement.
3.1 Engage Students in Problem Solving
What kinds of problems should my students work on during class? The first task of designing in-class engagement is choosing what problems or questions students will work on. Start by revisiting your course goals and learning outcomes. Ask yourself:
- What competencies should students be able to demonstrate by the end of the course?
- In the real world, what kinds of problems would they need to solve using those competencies?
These authentic and representative problems should anchor your in-class sessions. When students attempt to solve meaningful and relatively complex problems, they move beyond preliminary application and begin to test their knowledge and skills and continually refine their mental model based on internal and external feedback. They also have opportunities to check the accuracy of their understanding, uncover misconceptions, and correct them with your guidance or feedback from peers.
As you design these problems, aim for a level of challenge that stretches students just beyond what they can do independently already. This creates a zone of proximal development (Vygotsky, 1978), where students can practice and consolidate their skills with readily available support during class.
Examples
In-Class Exercises from ACC 210 Concepts of Financial Reporting
- Students first work on a set of in-class exercises (e.g., Week 2 exercises, Week 4 exercises) using TopHat with a small group during class. The instructor and TAs are available to answer groups’ questions.
- As students finish attempting the problems with peers, the instructor debriefs the solutions with the whole class.
Class Problem Solving from BAE 200 Computer Methods in Biological Engineering
- Students work on one real-world problem (e.g., Module 3 problem, Module 6 problem) during class in small groups. They are guided to analyze the problem, develop the solution algorithms, and then solve the problem using Excel or R.
- The instructor walks through the class problem to reinforce the knowledge and skills being applied.
In-Class Project-Based Learning from E 101 Introduction to Engineering & Problem Solving
- Students work in teams to approach weekly tasks and deliverables (e.g., literature review, project plan, prototype sketch) as part of the semester-long engineering challenge project. The tasks build upon what they have learned online before class.
- Students engage in an initial group brainstorming opportunity to come up with ideas solely based on what they learned online, as a way of encouraging productive failure. They are then provided with a guided worksheet template to work on the detailed steps.
- The instructor provides feedback to individual teams during and after class.
In-Class Boilerplate Coding and Project-Based Learning from CSC 481/581 Game Engine Foundations
The second class-day of the week is dedicated to the semester-long project of creating a team game engine with individual games. Building upon their experience from in-class boilerplate coding, students apply their new knowledge and skills to relevant project tasks and deliverables.
The first class day of the week focuses on boilerplate coding (e.g., Module 2 activity, Module 4 activity), during which the instructor presents small-scale coding problems and provides initial code files to guide students in solving the problems with what they have learned online. These coding problems are related to what students will be working on for their team project during the same week.
3.2 Provide Scaffolding Support
Once you decide on the problems students will tackle, the next step is to anticipate the challenges students might encounter and consider what scaffolding or support they will need to solve these problems.
Scaffolding refers to supports that guide students through the problem-solving process. Hannafin et al. (1999) identify four types of scaffolding that can be especially useful in classroom learning:
- Procedural scaffolding. Provides step-by-step guidance on completing a task.
- Example: In an economics course, students learn about supply-demand models online before class. During class, they work on the task of analyzing the effects of a policy change (e.g., a tax or subsidy) on market equilibrium. They receive a structured worksheet prompting them through four analysis steps: (1) restate the real-world problem, (2) identify key variables, (3) construct graphs, and (4) justify their interpretations. This ensures students systematically work through the reasoning process rather than jumping to conclusions.
- Example: In an economics course, students learn about supply-demand models online before class. During class, they work on the task of analyzing the effects of a policy change (e.g., a tax or subsidy) on market equilibrium. They receive a structured worksheet prompting them through four analysis steps: (1) restate the real-world problem, (2) identify key variables, (3) construct graphs, and (4) justify their interpretations. This ensures students systematically work through the reasoning process rather than jumping to conclusions.
- Conceptual scaffolding. Reminds students of key concepts or skills they need to apply.
- Example: In a chemistry course, students learn about reaction mechanisms using online materials. During class, they work in small groups to solve a problem: predict the reaction outcome for a novel compound. An interactive concept map, seeded with partial pathways and key terms (e.g., nucleophile, leaving group), provides scaffolding. Prompts such as “Which intermediate is most likely to form here?” and “What principle explains this step?” guide students to retrieve and integrate knowledge concepts as they collaboratively construct a complete mechanism.
- Example: In a chemistry course, students learn about reaction mechanisms using online materials. During class, they work in small groups to solve a problem: predict the reaction outcome for a novel compound. An interactive concept map, seeded with partial pathways and key terms (e.g., nucleophile, leaving group), provides scaffolding. Prompts such as “Which intermediate is most likely to form here?” and “What principle explains this step?” guide students to retrieve and integrate knowledge concepts as they collaboratively construct a complete mechanism.
- Metacognitive scaffolding. Encourages students to plan, monitor, and reflect on their process, while internalizing the procedural steps and conceptual prompts.
- Example: In a civil engineering course, students use online materials to learn about structural load analysis before class. During class, they work in teams to design a beam that meets safety and cost constraints for a small pedestrian bridge. Reflection cards prompt metacognitive regulation with questions like: “What assumptions are we making about material strength?”, “How do we know our design balances safety and efficiency?”, “What steps are we taking in designing the beam?”, and “What new concepts did we apply in this activity?” Such questions guide students to plan, monitor, and evaluate their reasoning as they follow the procedural and conceptual scaffolds to analyze and solve the problem.
- Example: In a civil engineering course, students use online materials to learn about structural load analysis before class. During class, they work in teams to design a beam that meets safety and cost constraints for a small pedestrian bridge. Reflection cards prompt metacognitive regulation with questions like: “What assumptions are we making about material strength?”, “How do we know our design balances safety and efficiency?”, “What steps are we taking in designing the beam?”, and “What new concepts did we apply in this activity?” Such questions guide students to plan, monitor, and evaluate their reasoning as they follow the procedural and conceptual scaffolds to analyze and solve the problem.
- Strategic scaffolding. Suggests alternative approaches or perspectives when students get stuck.
- Example: In a political science course, students learn about electoral systems online before class. During class, they work in teams on designing a fair and effective voting system for a newly formed democracy with diverse ethnic groups. To scaffold their reasoning, students access a case library of real-world electoral systems (e.g., proportional representation, ranked-choice voting, mixed-member systems). Prompts such as “Which system best balances inclusivity and stability?” and “What trade-offs must be considered in your design?” guide students to compare alternatives and adapt strategies to propose a tailored solution.
- Example: In a political science course, students learn about electoral systems online before class. During class, they work in teams on designing a fair and effective voting system for a newly formed democracy with diverse ethnic groups. To scaffold their reasoning, students access a case library of real-world electoral systems (e.g., proportional representation, ranked-choice voting, mixed-member systems). Prompts such as “Which system best balances inclusivity and stability?” and “What trade-offs must be considered in your design?” guide students to compare alternatives and adapt strategies to propose a tailored solution.
These supports can be provided through fixed scaffolds (e.g., templates, worksheets, guiding prompts built into digital tools) or dynamic scaffolds (feedback, probing questions, or hints provided by you or peers during class).
STEM Example
Fixed Scaffolds
In an electrical engineering course, students work in teams on a project of designing a simple solar-powered charging station. They receive a fixed scaffold in the form of a structured design template with step-by-step prompts: (1) list energy requirements, (2) select components, (3) sketch a circuit, and (4) evaluate efficiency. They also use a structured Google Sheet design template with pre-set columns (energy requirements, components, circuit sketch upload, efficiency notes). The scaffolding tools provide the same structured pathway for all groups, ensuring systematic engagement with the design process.
Dynamic Scaffolds
During class, the instructor circulates among groups, asking tailored questions based on students’ progress. For example: “You’ve chosen this battery, how will it handle peak load?” or “What assumptions are you making about sunlight availability?” These dynamic scaffolds adapt to each group’s specific design process and challenges in real time, guiding students differently depending on their needs.
Social Science Example
Fixed Scaffolds
In a sociology course, students analyze a case study on urban gentrification in a mid-sized city. They receive a fixed scaffold in Google Doc with a pre-structured case analysis template containing important categories: stakeholders (residents, policymakers, developers), social impacts, economic drivers, policy responses, and potential consequences. Every group applies the same scaffold to dissect the case systematically, ensuring they consider multiple dimensions of the issue while grounding their discussion in sociological theory.
Dynamic Scaffolds
During class, the instructor monitors groups’ progress and provides dynamic scaffolds through real-time comments and questions tailored to each group’s approach. For example, one group may be prompted: “How are long-term residents’ perspectives represented here?” while another is asked: “What evidence supports your claim about housing affordability?” These adaptive prompts evolve with each group’s analysis, helping them refine interpretations and connect theory to practice.
You should strive to design scaffolding that provides enough guidance to prevent frustration, but not so much that it allows students to bypass the problem-solving process.
3.3 Facilitate Peer Interaction
One of the most powerful aspects of in-class learning is having students work together toward a common goal such as solving a problem or creating an artifact. Peer interaction engages students in developing arguments with what they already know. By explaining their thinking, defending their ideas, and revising their work, students actively engage in the process of knowledge integration and develop greater flexibility in solving problems (Merrill, 2013).
How can I facilitate peer interaction to deepen learning? Here are a few strategies:
- Start individually, then move onto groups. Ask students to first work on a problem independently first, then share and discuss their thinking in pairs or small groups.
- Example: In a physics course, students learn about Newton’s Laws using video lectures and exercises before class. At the start of class, each student individually solves a short applied problem, such as calculating the forces acting on a sled moving down an inclined plane. Afterward, students work in small groups to compare their approaches, discuss differences in assumptions (e.g., frictionless vs. with friction) and reasoning, and finally synthesize a common solution that can be shared with the entire class. This gradual shift from individual work to peer discussion ensures all students engage first with their own mental models, then refine them through collaborative reasoning, leading to stronger conceptual integration.
- Example: In a physics course, students learn about Newton’s Laws using video lectures and exercises before class. At the start of class, each student individually solves a short applied problem, such as calculating the forces acting on a sled moving down an inclined plane. Afterward, students work in small groups to compare their approaches, discuss differences in assumptions (e.g., frictionless vs. with friction) and reasoning, and finally synthesize a common solution that can be shared with the entire class. This gradual shift from individual work to peer discussion ensures all students engage first with their own mental models, then refine them through collaborative reasoning, leading to stronger conceptual integration.
- Use structured protocols. Provide clear roles (e.g., note-taker, presenter, skeptic), unique perspectives, or discussion guidelines to ensure balanced participation.
- Example: In an agricultural security course, students review the Stubborn Old Goat Dairy outbreak case before class. During class, they form groups of four, each assigned a distinct role that mirrors real-world emergency response planning. One student is the Trace Back Analyst, tasked with mapping possible sources and movements of animals and supplies. Another is the Quarantine and Movement Coordinator, responsible for proposing strategies to limit spread across nearby farms. A Surveillance Planner outlines testing priorities and considers worst-case containment steps. A Public Relations Officer frames how to communicate with farmers and the public, and synthesizes ideas and prepares the group’s briefing. The instructor provides a case discussion protocol: first, each role presents their perspective; then the group debates overlaps and conflicts; finally, they integrate their roles into a coherent response plan. Structured roles ensure students practice agricultural crisis decision-making from multiple professional lenses.
- Example: In an agricultural security course, students review the Stubborn Old Goat Dairy outbreak case before class. During class, they form groups of four, each assigned a distinct role that mirrors real-world emergency response planning. One student is the Trace Back Analyst, tasked with mapping possible sources and movements of animals and supplies. Another is the Quarantine and Movement Coordinator, responsible for proposing strategies to limit spread across nearby farms. A Surveillance Planner outlines testing priorities and considers worst-case containment steps. A Public Relations Officer frames how to communicate with farmers and the public, and synthesizes ideas and prepares the group’s briefing. The instructor provides a case discussion protocol: first, each role presents their perspective; then the group debates overlaps and conflicts; finally, they integrate their roles into a coherent response plan. Structured roles ensure students practice agricultural crisis decision-making from multiple professional lenses.
- Incorporate critique. Invite groups to share their thinking process or deliverables with other groups for feedback, prompting them to defend or revise their work.
- Example: In an applied calculus course, students learn about basic differential equations using online videos and drill exercises. In class, groups are given different real-world problems, such as modeling population growth of an invasive fish species or modeling how the drug concentration changes over time. Each group solves the differential equation, explains their solution method (e.g., variable separation, integrating both sides), and interprets the meaning of constants in context. Groups then exchange their problems and solutions with another group. The second group critiques whether the first group applied the proper method, clearly showed integration steps, and correctly explained the solution’s practical meaning. Presenting groups must defend their reasoning or adjust their solutions based on feedback. This critique activity helps students consolidate fundamental differential equation skills while practicing clear explanation of both the mathematics and the real-world interpretation.
- Example: In an applied calculus course, students learn about basic differential equations using online videos and drill exercises. In class, groups are given different real-world problems, such as modeling population growth of an invasive fish species or modeling how the drug concentration changes over time. Each group solves the differential equation, explains their solution method (e.g., variable separation, integrating both sides), and interprets the meaning of constants in context. Groups then exchange their problems and solutions with another group. The second group critiques whether the first group applied the proper method, clearly showed integration steps, and correctly explained the solution’s practical meaning. Presenting groups must defend their reasoning or adjust their solutions based on feedback. This critique activity helps students consolidate fundamental differential equation skills while practicing clear explanation of both the mathematics and the real-world interpretation.
- Encourage reflection. After group work, ask students to reflect on what they learned from peers and how their thinking has changed.
- Example: In a psychology course on cognition, students complete short online modules before class on topics such as attention, working memory, and decision making. During class, they work in small groups to analyze case studies about how multitasking during studying affects recall or how cognitive load influences problem solving. After discussing and presenting their group’s insights, students are asked to write a reflection individually. Prompts include: What new perspectives did you gain from your peers’ interpretations of the case? Did another student’s explanation of cognitive load or working memory change your understanding? Which aspects of your original thinking were reinforced, and which were challenged? This structured reflection helps students consolidate conceptual knowledge, deepen metacognition, and connect psychological theory to their own cognitive processes and study habits.
By intentionally structuring peer interaction, you can create a classroom environment where students learn not only from you but also from each other, developing the flexibility to apply their knowledge in new contexts.
In summary, designing in-class learning is about more than filling time with activities. It’s about intentionally engaging students in meaningful learning activities. By anchoring class time around authentic problems, providing thoughtful scaffolding, and facilitating peer interaction, you can help students move from acquiring new knowledge and skills in online modules to applying and integrating them in ways that prepare students for real-world challenges.
As you plan your course, keep returning to the three design strategies and guiding questions:
- Engage Students in Problem Solving: What problems should students solve?
- Provide Scaffolding Support: What scaffolding functions will support them?
- Facilitate Peer Interaction: How can peer interaction deepen their learning?
Framing your in-class design around these strategies ensures that your teaching not only covers content but also cultivates understanding, competencies, and confidence that last beyond the classroom.
References
- Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49, 193-223.
- Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: foundation, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol. II (pp. 115–140). Mahwah, NJ, US: Lawrence Erlbaum.
- Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. San Francisco, CA: Pfeiffer.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.