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Fernando, Sandra, Virdee, Bal Singh, Woodward, John R. and Haikin, Colin (2026) Are online lectures effective? Evidence from a flipped classroom pilot in UK higher education. Frontiers in Education, 11 (184270). pp. 1-14. ISSN 2504-284X
Online and asynchronous lectures expanded rapidly across higher education during Covid 19, and they remain widely used today, but a central question persists: do they deliver learning benefits comparable to more traditional active or hybrid approaches, and under what conditions? This study evaluates a flipped delivery model within an Inner London university programming module, informed by evidence that students learn most effectively through active engagement, practice, and timely feedback. We analysed mixed methods data from a cohort of 128 undergraduate students, combining institutional attendance records and assessment performance data with structured survey responses from 69 students. This study therefore provides initial observations from one module context, rather than definitive evidence of causal impact. Quantitative analysis focused on descriptive patterns and straightforward associations, including group comparisons and correlations, to examine how engagement with the flipped elements related to outcomes. Qualitative free-text responses were analysed thematically to capture perceived benefits and barriers. Overall, the exploratory findings provide context-specific evidence of student engagement with both pre-class preparation and in-class active learning, while the weak and non-significant associations between attendance, performance, and subgroup differences mean that these patterns should be interpreted cautiously. Thematic results converged with the quantitative evidence, emphasising the value of interactive support during class and the flexibility of self-paced materials, while also highlighting areas for improvement in structure, pacing, and resource organisation. Collectively, the results suggest that, in this module context, online lectures may be more educationally useful when used as an asynchronous foundation within a feedback-rich flipped or hybrid design,
rather than as a stand-alone substitute for interactive teaching.
Available under License Creative Commons Attribution 4.0.
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