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Course Syllabus

M304 Flipped Advising and Tutoring




Learning Module


Online - Instructor-facilitated

Learning Activity


This synchronous online course introduces participants to the concept of Flipped Advising/Tutoring and its underlying pedogogical modelsand instructional design approaches examples of flipped tutoring activities to illustrate how this approach can be implemented. 

This course provides the opportunity for participants to interact with one and another in reviewing example activities and analyzing how this synchronous and asynchronous approach can be applied to their institutional settings. While the Flipped Advising/Tutoring approach, with its synchronous and asynchronous flexibility, can be implemented through a variety of delivery systems, this course emphasizes the enhanced capabilities of using VLE/LMS and e-Portfolios, due to their multiple communication tools and their ability to align learning goals with content and student assessment.

What will you learn from engaging in this activity?

  • Describe the benefits of a Flipped Advising/Tutoring approach to students, advisors/tutors and institutions
  • Explain UKAT’s Professional Framework for Advising and Tutoring and NACADA’s Pillars of Academic Advising and how these form the underlying principles of the Flipped Advising/Tutoring approach
  • Summarise why a teaching and learning approach to advising and tutoring is desirable 
  • Demonstrate the use of instructional design models and frameworks, such as Universal Design for Learning (UDL), Backward by Design, and Bloom’s Taxonomy, in creating flipped Advising/tutoring activities
  • Evaluate how instructional design models/frameworks and the UKAT Professional Framework/ NACADA Pillars are used in a series of example Flipped Advising/Tutoring activities designed for use with students 
  • Recommend concrete opportunities for applying the Flipped Advising/Tutoring approach to their institutional setting. 
  • Criticise the positive and negative implications of using LMS/VLE or e-Portfolios for the Flipped Advising/Tutoring Approach, as compared to other means of delivery.

What key concepts will you understand as a result of engaging in this activity?

  • Flipped advising/tutoring depends on clearly defined student outcomes
  • A flipped approach is purposeful and intentionally engages students with a series of student-directed activities at various important points in the student journey
  • Pedagogic principles, learning theories and models provide the foundation for the Flipped Advising/Tutoring approach.
  • The possible advantages and challenges which might be encountered in adopting a flipped approach.
  • A flipped approach is facilitated by, but not dependent upon, the use of learning technologies.

What essential questions will this activity address?

  • How does adopting a Flipped Advising and Tutoring Approach enhance the application of the foundational principles and practices advanced by UKAT and NACADA?
  • How does the use of multiple instructional design models and theories enhance the creation of Flipped Advising/Tutoring activities for students?
  • How could this approach be adopted at my institution? What potential advantages does it have and what are the possible challenges that might be encountered in adopting a flipped approach?
  • Why are student (learning) outcomes important in a flipped approach?
  • How does a flipped approach improve the advising/tutoring interaction to benefit students?
  • How can a flipped approach encourage student engagement with the advising/tutoring process?
Preliminary Learning

Before you engage in this activity, we recommend that you have studied these UKAT Curriculum activities, or attained equivalent experience.

UKAT Professional Framework Mapping

Framework Competencies Addressed


C1. Core values of academic advising and tutoring
C2. Theory relevant to academic advising and tutoring
C4. Expected outcomes of academic advising and tutoring


R3. Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality
R4. Plan and conduct successful advising and tutoring interactions


P1. Create and support environments that consider the needs and perspectives of students, and respect individual learners
P4. Understand the implications of quality assurance and quality enhancement, and engage in on-going evaluation and development of advising and tutoring practice

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