Exploring different perspectives of flipped learning in a work-based context.

This paper reflects on the accessibility of flipped learning from the perspective of two people: one with dyslexia and the other who identifies as being on the autistic spectrum. The paper draws on the continuing evaluation of a course on which all students are part-time work-based learners. The course is designed to showcase how participants might develop their own practice through interaction and practical application. All students are either teaching or supporting learning at a university. The evaluation looks at both teacher and student perspectives on two different flipped learning environments: online and face-to-face. The online environment offers a design model that allows for individual learning and has been appreciated by all participants; however, the face-to-face environment, focusing on peer-to-peer learning, has raised issues. The paper offers two different perspectives on peer-to-peer group work within a work-based environment and concludes with recommendations for those involved in the design and delivery of inclusive work-based learning. [ABSTRACT FROM AUTHOR]