Flipped Classroom

Flipped Classroom

Flipped Learning is an approach where content is moved outside of class time, typically through pre-recorded videos or readings, allowing in-class time to be used for active, collaborative, and reflective learning activities. This method shifts the focus from passive reception of information to active engagement with the material.

Alternative/linked methods: Inverted Classroom, Blended Learning

Why?

• Flipped Learning is used to enhance engagement, improve understanding and retention of material, and foster higher-order thinking skills
• Allows students to learn at their own pace
• More interactive and personalized learning during class time.
• Application of concepts, such as medical education and systems biology.

How?

• Pre-Class Preparation: Students engage with content before class.
• In-Class Activities: Class time is dedicated to active learning exercises. Activities are designed to apply and deepen understanding of the pre-class material.
• Assessment and Feedback: Regular low-stakes assessments, to motivate pre-class preparation and provide feedback on student understanding.

When?

• Across disciplines: business, healthcare, education, agriculture, law, and more.
• In both formative and summative assessments.
• To scaffold complex concepts or simulate professional decision-making.
• When aiming to foster student autonomy, reflection, and peer learning.

Get Started

• Create Pre-Class Materials: Develop short, engaging resources that cover content.
• Design In-Class Activities: Plan a variety of active learning exercises
• Implement Quizzes: Use quizzes to ensure students complete the pre-class work and understand the material.
• Incorporate Reflective Practices: Include activities that promote mindfulness and reflection.

Digital Enhancement

• Online platforms for hosting pre-class materials and quizzes 
• Live virtual sessions for interactive activities 
• Hybrid models combining online and in-person sessions 
• Use of digital tools for collaborative projects 
• Incorporation of multimedia resources to enhance learning 

Resources

• Howell, R.A. (2021) ‘Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies’, Journal of Cleaner Production, 325, p. 129318. Available at: https://doi.org/10.1016/j.jclepro.2021.129318.
• Cheng, L., Ritzhaupt, A.D. and Antonenko, P., 2019. Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educational Technology Research and Development, 67, pp.793–824. Available at: https://link.springer.com/article/10.1007/s11423-018-9633-7
• Lo, C.K. and Hew, K.F., 2017. A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4). Available at: https://www.researchgate.net/publication/312147615