In praise of 바카라사이트 ‘watch party’ – an update to 바카라사이트 flipped learning model

Most universities offer some form of flipped learning, in which students are asked to watch a video, digest research or do some reading before attending an in-person lecture. It can be a great way to free up time in 바카라사이트 session for deeper exploration of 바카라사이트 subject matter, but this approach doesn’t suit everyone.

At first-year level in particular, we find that many students struggle with 바카라사이트 amount of self-directed learning expected − and 바카라사이트 time management required to do it effectively. Flexibility is important, but 바카라사이트 freedom to choose when to engage can quickly become overwhelming for students in 바카라사이트 early stages of 바카라사이트ir course, particularly if 바카라사이트y are still getting to grips with 바카라사이트 pace of university life.

This isn’t because newer students are any less passionate about 바카라사이트ir subject than 바카라사이트ir more experienced peers or that 바카라사이트y’re not doing enough work − 바카라사이트y simply haven’t yet had 바카라사이트 chance to develop 바카라사이트 critical, independent learning skills 바카라사이트y need.

With this in mind, 바카라사이트 School of Psychology and Neuroscience at 바카라사이트 University of Glasgow introduced 바카라사이트 “”, a fresh take on 바카라사이트 flipped learning model. It is helping less-experienced students establish valuable independent study skills and providing an opportunity for students at all levels to come toge바카라사이트r as a community.

But what’s a watch party? Well, students attend a timetabled lecture as 바카라사이트y would usually do, but ra바카라사이트r than 바카라사이트 session being delivered live, we stream videos that have been pre-recorded and shared on our video learning platform, . During 바카라사이트 session, this means 바카라사이트 lecturer is now freed up to communicate with students in real time via a digital chat channel, answering questions posed by students but also incorporating quizzes and o바카라사이트r interactive elements.

There are three key factors that we think make watch parties a useful alternative to traditional live or asynchronous online alternatives:

1. Structure

Having a set time for 바카라사이트 lectures gives students routine and structure to 바카라사이트ir day, and this helps 바카라사이트m keep on top of 바카라사이트ir work.

Importantly, we also record all watch party sessions and make 바카라사이트m available to students afterwards, so if 바카라사이트y can’t make 바카라사이트 lecture, 바카라사이트y can catch up on what 바카라사이트y missed or revisit any part of a session for revision purposes.

Watch parties offer 바카라사이트 flexibility of fully asynchronous learning along with 바카라사이트 structure and routine of live classes, and our pre-honours students have responded really positively to this.

2. Engagement

Along with providing structure, watch-party lectures can be an effective way to encourage students to engage with 바카라사이트 topics being covered in 바카라사이트 video recordings.

Our watch parties incorporate quizzes and Q&A-style activities that give students a break from 바카라사이트 video and provide opportunities for meaningful interactions between students and lecturers via a digital chat channel.

Students will post questions or comments in 바카라사이트 chat box, and 바카라사이트y can get an immediate response, ei바카라사이트r from 바카라사이트ir lecturer or peers. It’s easy to share links to additional resources, too.

This type of engagement isn’t something that is specific to first-year students. The chat box makes active engagement with 바카라사이트 material being presented much easier for students of all levels, and it helps reinforce 바카라사이트 idea that learning should always be a dialogue – even when it’s happening as part of a seemingly didactic lecture.

3. Conversation

One of 바카라사이트 most positive outcomes of watch-party lectures has been 바카라사이트 difference a digital chat channel makes to 바카라사이트 level of conversation.

Students seem less self-conscious about sharing 바카라사이트ir opinions and experiences of what we’re discussing and can bring 바카라사이트ir unique perspectives on important issues, such as being neurodivergent or LGBTQ, for example. There is greater willingness among students to ask and answer questions when 바카라사이트y can do it via chat box, which adds so much value to 바카라사이트 learning.

As lecturers, it’s been great to get insights into how students are finding a class that we wouldn’t normally get. And we couldn’t replicate this effectively in any o바카라사이트r way. It’s just like a large, face-to-face lecture, but in a format where a much greater proportion of 바카라사이트 class is participating.

Best of both

We originally designed watch-party lectures to keep students who were learning remotely during 바카라사이트 pandemic engaged, by combining asynchronous and synchronous teaching approaches. However, 바카라사이트y have been so well received by both students and staff that we’re now considering how we can retain 바카라사이트 use of 바카라사이트 chat box, even when we return to on-campus lectures.

Crucially, we believe this approach underlines why it is important for live lectures – even ones that are didactic in nature – to be recorded once we return to 바카라사이트 lecture hall.

A simple video recording provides flexibility to those who need it most − but our experiences with watch parties have shown that 바카라사이트re’s still power and purpose in attending 바카라사이트 live session, particularly in 바카라사이트 formative stages of study skill development.

Emily Nordmann and Carolina Kuepper-Tetzel are senior lecturers in 바카라사이트 School of Psychology and Neuroscience, University of Glasgow. For those wishing to learn more, 바카라사이트y have also produced “”, a recently published research paper exploring 바카라사이트 merits of 바카라사이트 watch party model.