"Educator, Teacher, Friend " Utah State University, Utah, USA
Simple Practices That Can Improve Course Flow at UCW
Dr. Mostafa Nazari, Assistant Professor
ACSS Department, UCW
Course flow depends on clarity, communication, and the small routines that help students understand what to expect. When these pieces are in place, the classroom becomes easier to manage and students stay more engaged. The following practices support a smoother learning experience from the first week of the term and can be adapted to any course at universities.
A. Early Communication Through a Welcome Email
One helpful step happens before the course even begins. A short welcome email sent during week zero prepares students for what is coming. This message introduces the course, outlines the first steps they need to take, and reassures them that support is available. Early communication reduces uncertainty and helps students arrive confident and ready to participate. Including a small task, such as a brief personality test, encourages early commitment and provides a meaningful starting point for the first session. SAMPLE Welcome Email
B. Using a Pre-Course Survey to Understand Student Needs
A second practice that improves course flow is a short pre-course survey. The survey gives students a chance to share their background, goals, and any areas where they may need extra support. This information is useful for shaping examples, adjusting pacing, and planning instruction. It also makes students feel recognized as individuals, which encourages stronger participation during the term. The survey becomes a simple way to anticipate challenges before they become disruptions. Welcome Survey Link
C. Name Cards for Building Identity and Connection
On the first day of class, name cards can help build a sense of identity and connection. Preparing printed or typed name cards for each student allows everyone to interact more easily during activities and discussions. Students feel acknowledged, and communication becomes smoother. This small step creates a more welcoming environment and reduces the barrier that often exists in the first weeks of a course. Sample Template
D. Setting Clear Class Rules on the First Day
Sharing clear class rules on the first day also supports good course flow. A short list of straightforward expectations helps prevent confusion later in the term. These rules address participation, communication, deadlines, technology use, and overall class behavior. Setting expectations early allows students to understand the structure of the course and what is required from them, which leads to fewer misunderstandings and more productive class time. The sample expectations shown here are only examples, and instructors may adapt or add their own as long as they align with the university’s policies. SAMPLE Policies
E. Providing Detailed Instructions for Assignments
Clear assignment instructions are another key factor in maintaining smooth course progress. When directions are vague, students become confused and instructors spend extra time clarifying tasks. Providing detailed instructions, step-by-step guidelines, and clear criteria for success helps students move forward with confidence. Including a template or sample can give them a stronger starting point. Comparing an incomplete instruction sheet with an improved version makes it easy for faculty to see how clarity can reduce friction during the term. Enhancements such as bullet-pointed steps, helpful guides, and key dates make instructions clearer and support more effective student work. Old Assignment Instruction Sheet | Enhanced Sheet
Together, these practices support a more organized, predictable, and engaging learning environment. They reduce confusion, strengthen communication, and make it easier for students to stay on track. Course flow does not depend on major changes; it grows from thoughtful routines that help students understand the course, the expectations, and the path ahead. Faculty adopting even a few of these steps can create a smoother experience for both students and instructors at UCW.
Flipped Learning in Action: Strategies, Benefits, and Classroom Applications
Dr. Rozeta Bicaku, Assistant Professor
ACSS Department, UCW
Interviewer: Dr. Mostafa Nazari
I interviewed Dr. Rozeta Bicaku, my former colleague in the UAP department and my current colleague in the ACSS department. She is an assistant professor of English with many years of experience in EAP and English studies. Today we talked about flipped learning and how it supports teaching and student success. I appreciate her support for our faculty as we explore helpful teaching approaches. Here is our interview.
Mostafa: In simple language, how would you describe what flipped learning is?
Dr. Rozeta Bicaku: Flipped learning happens when students learn the target topics or ideas before class, through short videos, readings, etc., and then class time is used for practice, discussions, problem-solving, and other dynamic and interactive activities. Instead of listening to a lecture or a PowerPoint Presentation in class and doing homework alone, students get familiar with the content at home and put concepts into practice with their instructor and classmates.
Mostafa: What are some easy and practical things instructors can do in class to promote flipped learning?
Dr. Rozeta Bicaku: My first advice for instructors who would like to add flipped learning into their teaching strategies would be to start with small changes. Here are some practices that promote flipped learning:
-
Assign short tasks to be completed before OGL or on-campus classes. These tasks can be short videos or a short reading. It is very beneficial to add some guiding questions for the students at this stage.
-
Use the guiding questions to check for understanding. This could be done through group or class discussions or a Mentimeter poll.
-
The most important feature of flipped learning is the use of class time for activities. Use most of the OGL or on-campus class time for activities like group problem-solving, role plays, case studies, or writing practice.
-
Additionally, encourage students to bring their questions from the pre-class material so class time becomes more interactive.
Mostafa: Why is flipped learning important, and how does it relate to student engagement and collaboration?
Dr. Rozeta Bicaku: Flipped learning provides opportunities for active participation, high engagement, and meaningful contribution. The pre-class materials and tasks create more class time for students to discuss, practice, and work together. This increases engagement because the students are being active instead of passive. Also, the nature of collaborative activities improves students’ communication skills and confidence.
Mostafa: How do you see flipped learning connecting to actual learning outcomes in your classes, including the way you check understanding and assessment?
Dr. Rozeta Bicaku: Flipped learning, through meaningful and active participation, increases students’ preparation and motivation to come prepared for class. As a result, the learning outcomes have higher chances of being met. Additionally, because the activation and production phase of the learning process happens in class, where we can be more observant and aware, instructors can be better informed about students’ understanding and adjust accordingly. As far as assessment is concerned, flipped learning makes it more meaningful and efficient because students are used to applying various skills during class time.
Mostafa: Can you give one simple example of how you use flipped learning in your English or COM classes?
Dr. Rozeta Bicaku: I would like to share an example of flipped learning I use in my communication classes. The main objective of this particular class is to get acquainted with different question types in an interview. The pre-class material is a video of an interview, a concise Word file with question types and their definitions, and the guiding questions are: “How many question types can you identify in the interview video? Which types of questions seem more challenging to answer?”. The class activity consists of a short discussion to check for understanding (students discuss in small groups about the answers to the two questions, then we have a class discussion) and a role-play where students are given specific scenarios and roles to play (students take turns to ask and answer questions). At the end of the class, I would go through a short presentation that recaps the question types and their characteristics. Students are encouraged to engage with the presentation and share their class experience with the questions.
Mostafa: Do you have any suggestions for other faculty members who want to try flipped learning?
Dr. Rozeta Bicaku: Firstly, similar to what I said before, start with small steps. Secondly, keep the pre-class materials short and easy. Thirdly, continuously ask for students’ feedback and adjust accordingly. Finally, even though most of the activities and strategies that you read so far are probably already part of your teaching methodology, try to do some research on flipped learning because intentional and planned flipped learning might be more structured and effective.
Mostafa: What challenges should instructors expect when implementing flipped learning, and how can they address them?
Dr. Rozeta Bicaku: The biggest challenge is if students (or some of them) do not complete the pre-class activities. This could be addressed by 1- keeping the materials short and 2- explaining the importance of the pre-class activities and how they would affect everyone’s class time and quality. Another challenge is the preparation time and effort for the videos and the other materials. Thinking about the results and the effectiveness makes it worthwhile. All the created materials can be recycled for other teaching methods as well.
Thank you, Dr. Bicaku, for taking the time to speak with me. I appreciate your thoughtful participation in this interview.