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This paper addresses the potentials and pitfalls of flipping the virtual classroom. We start with the premise that a modular experience potentially fragments student learning, increasing isolation within a digital campus, especially in competition with other social media. Whilst course-level LMS aim to bring cohesion, our experience under Sharepoint was that such spaces lacked virtual footfall and engagement. Our project, Virtual Learning Flipped, aimed to bring the camaraderie and goodwill found in live course events to virtual spaces, by encouraging English, Writing, and Film students to produce their own virtual enhancement content. Results were mixed, as our paper shows.
Eugene is University Teaching Fellow and holds a DVC Award for Excellence in Research and DVC Award for Excellence in Doctoral Supervision. He has held pedagogic funding from the HEA and the English Subject Centre as well as several international fellowships, including at Harvard, Texas, and UCLA. John is a Learning Technologist in the Faculty of Arts, Law & Social Sciences. He is a Fellow of the HEA and is particularly passionate about digital learning, accessible and inclusive design, and sustainability.