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improvements to learning outcomes. Deslauriers et al (2011) compared two sections of a physics class both taught via interactive lecture methods for the majority of the semester. During the 12th week of the course, half the class was given flipped learning, without a formal lecture. At the end of the week, students completed a multiple choice test, and they produced an average score of 41% in the control classroom and 74% in the flipped classroom.


Starting to flip Frank Steiner said, “For a university looking at flipped


learning, the first decision is whether to invest or not. They have two choices, either to buy the kit and use a platform like Mediasite, or to use a media- based solution like Panopto.” He highlights that there are considerable costs associated with buying lecture capture equipment and making that work – including ongoing fees to suppliers for maintenance, and potentially the future cost of replacing that equipment in five–10 years’ time. Alongside that are the resources needed for staff training and development. By way of example, Leeds University is currently investing £2m in a new lecture capture


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