Many universities have embraced flipped learning methods, as they provide opportunities for increased student interaction and deeper engagement with material important for students’ learning processes. Flipped learning appears to be particularly well suited to engineering education, because of its potential to combine theories once thought to be incompatible, with active and problem-based learning (PBL) activities based on a constructivist ideology and instructional lectures. Based on this, it was decided to simultaneously flip all courses on the 4th semester of a BSC Medialogy programme, and to support the integration of courses and semester projects better to improve students’ learning. Teachers and students had to, respectively, change their previous teaching approach and learning environment. This paper highlights the challenges and experiences of students, including their recommendations for future iterations of the semester - especially in relation to the coordination and coherence of the semester, the approach to flipped learning, and the connection between courses and projects.

Student reactions to simultaneously flipping all courses on a semester

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)