Flipped Mixed Classroom

Project introduction and background information

Continuing education at universities plays an important role to bring theory to practice. The challenge is to connect scientific knowledge meaningfully to the daily work of professionals. A mixed classroom where professionals and students learn together can help to bridge this gap: students contribute up-to-date academic knowledge and critical thinking, while professionals offer real-world experience and context. However, joining a 4- of 8-week university course is often impractical for professionals, who prefer short and intensive learning formats. To address this, our project piloted a flipped mixed classroom in which 1) students joined a course designed for professionals and 2) professionals studied the foundational theory online beforehand, allowing the on-campus day to focus fully on casework, discussion, and jointly translating theory to practice.

Objective and expected outcomes

Objectives

• Pilot a flipped mixed classroom learning environment to better connect theory and practice in continuing education.
• Explore how professionals, students, and teachers can jointly learn and contribute to applying science in real-world contexts.
• Evaluate the effectiveness of the flipped format in improving engagement and knowledge exchange.
• Evaluate the value and appeal of the flipped mixed classroom to professionals, students and teachers.

Approach

• The flipped mixed classroom was developed as a blended course. We developed online learning materials (knowledge clips, readings, and quizzes relating to two keys topics: the immune system and the microbiota) to help professionals to prepare for the on-campus day. The on-campus day included time to recap the online learning materials, elements of boundary crossing and two case studies that the participants worked on in mixed teams.
• An online introductory session (1h) was used to increase engagement of participants in the online learning environment ahead of the on-campus day, and to inform and prepare them for the flipped and mixed set-up of the course.
• An online come-back day (1,5h) was used to address any remaining questions that remained after the on-campus day and that may have arisen after applying new insights in a work setting.
• The course was promoted to both professionals and MSc students through targeted outreach, marketing and collaboration with student organizations.
• The course was evaluated through written evaluations, by the teacher team and at the end of the online come back day.

Results and learnings

The flipped mixed classroom was successfully piloted as part of the CE course Gut Health in Pigs & Poultry with 15 participants (2 students and 13 professionals). The project demonstrated that the flipped format makes it feasible for professionals and students to learn together. Professionals appreciated the flexibility of preparing online and valued the intensive in-person interactions. The three teachers found the new setup far more engaging than previous editions and observed much stronger connections between theory and professional practice.

At the same time, the pilot highlighted several points for improvement. One key lesson was the importance of expectation management. Professionals were informed but surprised that the on-campus day centred around working on a case rather than receiving lectures. Ideally, these cases would come from participants to ensure a strong connection between science and their daily work practice. Despite our best efforts (online kick-off where this was explained and e-mail communications), participants did not submit a work question or challenge that could be used as a case. This requires further attention in the next edition.

For students, the main challenge was communication and visibility. Some were hesitant to join because they believed they would need to pay the full course fee. When reaching out in a MSc course (in-person and via Brightspace), via the study association newsletter and another student organization, it was clarified that they could participate free of charge. In hindsight, a separate landing page for students would have helped to clarify this, although we kept recruitment small on purpose to maintain focus on professionals.

Teachers also became active learners in this mixed format. Two of the three teachers work primarily in fundamental research and found the interactions with professionals highly insightful. The discussions and questions revealed where industry partners face uncertainty and how scientific research can (and cannot) provide answers. This interaction opened new perspectives on how to make research more relevant to practice.

The classroom atmosphere encouraged open exchange. Participants and teachers discussed what they knew and what they did not know, helping both sides to better understand each other’s perspectives. For example, participants came to appreciate why science cannot always prescribe the “best” probiotic, but they learned what factors influence its effectiveness.

The online come-back day proved to be another highlight. Two-thirds of the participants attended, and several others requested the recordings. The session started with a mini lecture on a topic chosen by participants during the course evaluation (The interaction between the microbiome and the immune system in young chickens), followed by a lively “Ask Me Anything” session where everyone posed at least one question and joined in the discussions. This format turned out to be a highly effective way to sustain learning after the course.

The flipped mixed classroom will be further refined based on these experiences and can serve as another tool in the Wageningen Academy’s educational toolbox. It is particularly useful when a mixed classroom is desired but logistically difficult to organize. Key conditions for success are: clear expectation management, careful communication with students, well-structured online learning environment and strong facilitation during the in-person day.

Recommendations

Strengthen expectation management

Ensure all participants clearly understand the flipped mixed classroom model and their roles. Use repeated messaging, concrete examples (e.g., sample cases), and a short video explaining the format to prevent misconceptions.

Improve case integration
Actively collect participant cases before the course. Consider:

• A mandatory short intake form upon registration
• A facilitated online “case collection” activity during the kick-off
• Offering simple templates to help professionals formulate suitable work questions

Provide clear, tailored communication for students

Develop a dedicated student landing page or info sheet detailing costs (free), learning goals, prerequisites, and what they gain from joining professionals.

Maintain teachers as learning partners

Encourage teacher participation not only as facilitators but as co-learners who bring scientific depth while gaining valuable insight into real-world challenges professionals face.

Continue the online come-back day

Retain and further develop the online return session as it proves effective for consolidating learning, addressing lingering questions, and capturing long-term impact.

When to use?
Use this format especially for CE contexts where:

• practice–science integration is essential,
• professionals cannot attend long courses, and
• student involvement enriches learning.

Practical outcomes

A complete flipped mixed classroom course design
A fully developed blended course structure for Gut Health in Pigs & Poultry, including an online preparation phase, an intensive on-campus day, and an online come-back session.

A set of online learning materials
Reusable knowledge clips, readings, quizzes, and preparatory assignments on the microbiota and immune system—now available for future editions or other courses for professionals.

A tested model for joint learning between professionals and MSc students

Evidence that professionals and students can successfully learn together in a short-format Continuing Education course, including insights into prerequisites and conditions for success.

A refined on-campus facilitation approach

New insights and techniques for running mixed teams, structuring casework, and encouraging boundary-crossing dialogue between professionals, students, and teachers.

A demonstrator for WUR and EWUU's educational innovation toolbox

The project provides a transferable format that colleagues can adopt or adapt when short-format, high-engagement learning is needed.