Quectures - Flipped Classrooms and Polling
Updated Mar 11, 2026
Active learning can improve engagement and deepen understanding, but only when the design is clear and the preparation feels worthwhile. Get the balance wrong, and pre-class work becomes extra workload; get it right, and students arrive ready to test ideas, surface misconceptions, and use contact time well.
One common active learning format is the flipped classroom. Students review lecture content before class, then use live sessions for discussion, problem-solving, and guided activities, a structure explored further in student feedback on flipped teaching. That gives students more responsibility for their learning, while the lecturer still steers the session toward clear outcomes.
That shift does not suit every student immediately. Some still prefer a more traditional teaching format, so the amount of preparation needs to stay manageable. Learning objectives also need to remain explicit, otherwise extra autonomy can create confusion rather than better learning. Without careful management, flipped teaching can increase workload for both students and lecturers without improving results.
A simpler alternative is in-class polling. Polling supports engagement and helps students articulate what they do and do not understand, without introducing all the operational demands of a fully flipped model.
A halfway point between polling and the flipped classroom is the "Quecture". Designed to improve student engagement, Quectures combine pre-lecture study with student-led questioning during class, while retaining a mix of instructor-led and student-led time. That balance can reduce the risk of cognitive overload while still making students active participants.
In the model described by McQueen and McMillan, students receive the next class's learning objectives through a mobile app and are directed to pre-lecture material on their VLE. They are asked to work through about an hour of content, including readings, videos, and inactive activities, plus a short quiz before the lecture. The quiz ends with an open-ended question, which prompts students to reflect on the topic before class begins.
During the session, students submit questions about the topic and discuss them with their peers. This helps surface misunderstandings early and gives the lecturer a live view of what students are struggling with. Questions are sent to the lecturer through the app, who can address the most common ones during the lecture and carry others forward to follow-up activity or the next class. The benefit is straightforward: teaching time is spent on the issues where students need expert explanation most.
Like any new teaching method, Quectures need careful design. Studies based on in-class polling suggest that mobile phones can be less effective than dedicated polling devices [1-3]. The volume of pre-lecture material also needs to be controlled so students do not feel overwhelmed. Just as importantly, lecturers should explain how student questions will be handled and why the process benefits them. When students understand the value of the format, they are more likely to engage with it.
FAQ
Q: How do students with different learning needs respond to active learning methods such as flipped classrooms and Quectures?
A: Students respond differently depending on how they learn best, how confident they feel speaking up, and how much time they have for pre-class preparation. Videos and readings may suit some students, while quizzes, peer discussion, and question-led sessions may help others test their understanding. The practical takeaway is to build in flexibility, keep expectations clear, and invite students to say what is and is not working so educators can adjust the format.
Q: What are the specific challenges and solutions in implementing active learning strategies in large classes?
A: Large classes make it harder to keep everyone involved and harder for students to feel heard. Polling apps, learning management systems, and structured breakout discussions can help scale participation, while teaching assistants and lessons from best practices for blended learning can support follow-up and smaller-group activity. Active learning is more likely to work in large cohorts when the technology is simple, the activity is tightly structured, and students know how they are expected to contribute.
Q: How is the effectiveness of these active learning strategies measured and evaluated?
A: Effectiveness is usually assessed through both outcomes and experience. Grades, quiz results, attendance, and completion rates can show whether learning changes over time, while surveys, focus groups, and interviews reveal whether students felt more engaged and better supported. Bringing student voice into that evaluation matters because it shows not only whether performance improved, but why the approach helped or hindered learning.
References
[Source Paper] McQueen, Heather A, and McMillan, Craig. "Quectures: Personalised Constructive Learning in Lectures." Active Learning in Higher Education 21.3 (2020): 217-31.
DOI: 10.1177/2F1469787418760325
[1] Stowell, Jeffrey R. "Use of Clickers vs. Mobile Devices for Classroom Polling." Computers and Education 82 (2015): 329-34. Web.
DOI: 10.1016/j.compedu.2014.12.008
[2] Aceti, Victoria. "Perceptions of the Effects of Clicker Technology on Student Learning and Engagement: A Study of Freshmen Chemistry Students." Research in Learning Technology 20.2 (2017): 16150-11. Web.
DOI: 10.3402/rlt.v20i0.16150
[3] Stevens, Niall T, McDermott, Hélène, Boland, Fiona, Pawlikowska, Teresa, and Humphreys, Hilary. "A Comparative Study: Do "clickers" Increase Student Engagement in Multidisciplinary Clinical Microbiology Teaching?" BMC Medical Education 17.1 (2017): 70. Web.
DOI: 10.1186/s12909-017-0906-3
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