Flipped Classroom

What is a Flipped Classroom?

A flipped classroom is an instructional approach that reorders the traditional sequence of teaching and learning. Instead of using class time for delivering lectures followed by assigning homework for independent practice, students engage with core content—such as recorded lectures or assigned readings—before coming to class. This shift allows faculty to use class time for active learning strategies, such as collaborative problem-solving, discussions, case studies, or project-based work. By front loading content delivery, faculty are able to use in-person sessions to deepen students’ understanding, address misconceptions, and support students’ application of concepts in real time. This instructional approach fosters greater student engagement and provides opportunities for formative feedback, peer interaction, and differentiated instruction—all within the classroom setting. (See Talbert, 2017 for additional information on flipped classrooms).

To begin implementing a flipped classroom approach, an instructor might start small—such as by assigning a 10-minute lecture video for students to watch before class. This frees up 10 minutes of in-class time, which can then be used for an active learning exercise. Alternatively, an instructor may choose to fully redesign a course so that all instructional content is delivered before class, reserving class sessions entirely for collaborative projects and applied activities. Both approaches—whether starting small or going all in—are valid implementations of a flipped classroom model.

Why Might Someone Flip the Classroom?

A flipped classroom may make sense for faculty concerned with student use of generative AI. Having students engage in the learning activity in class allows instructors to see the learning unfold in ways that are visible, identify where students need additional assistance, offer targeted help, and practice concepts.

A flipped classroom may also make sense for concepts that are particularly difficult for students where they may need additional time. In a flipped classroom, students control the pacing of moving through the lecture, reading, or advanced content prior to class and arrive with questions, prepared to participate. In a traditional lecture, the pacing is set by the instructor. In a live lecture a student is unable to listen to the concept again, walk away and come back to it, slow it down and play it again, etc.

The key to successfully flipping a classroom is making pedagogical choices that align with the course goals, student needs, and desired learning outcomes. For the approach to be effective, in-class activities must be thoughtfully designed to build on the content students engaged with before class. If these activities are not clearly connected to the learning outcomes or fail to require application of pre-class materials, students may struggle to see the value of the flipped model and become disengaged.

Do I Have to Flip the Entire Class?

No. In fact, it is best to start small. Choose one class or topic and one activity that you would like to try in a flipped manner before flipping an entire class. Flipping a class simply to flip it is not likely to be beneficial to instructors or students.

Before flipping a class consider whether a flipped approach makes sense for the design of the course, the activities included, and the learning desired for students. Ask whether a flipped approach would align with the learning outcomes and how the content could be delivered to students before class in a way that is meaningful, engaging, and advances learning. And finally, ask what students can do in the class that would encourage meaningful learning without being perceived by students as busy work.

What are the Components of a Flipped Classroom?

A flipped classroom has the following elements or components:

• Before Class Content: Supply students with content, whether readings or short videos, podcasts, that introduce the knowledge, skills, and ideas that will be applied in class. Include formative, low-stakes knowledge checks, worth participation points, such as brief reading quizzes or a reflection on the lecture, to help ensure that students complete the before class content to come prepared to class.
• In-Class Activities: Once in class, students partake in active learning activities that involve application of ideas whether in assignments that are completed in class, group work, case discussions, labs, or problem-based learning.
• Feedback Loops: Instructors provide real-time feedback to students as they apply their learning in class, students may provide peer feedback as well, the point is that students engage in application with meaningful support and feedback happening in class.

What are Some Tips to Ensure Successful Implementation?

• Start small, flip one module before expanding more broadly.
• Provide students with an explanation in the syllabus and during their welcome and introduction to the class about the flipped model, how it works, why you are doing it, and what the expectations are for them to be successful.
• Keep the pre-class videos or modules focused on specific learning outcomes and concise.
• Integrate Canvas quizzes that are a small part of the students grade to be completed before class, or begin each class session with a short, graded quiz to incentivize completing the before class materials. Alternately, have students come to class with one or two questions they have about the topic. Another successful strategy beyond multiple choice quizzes is to ask students to respond to short, open-ended questions where students choose 2-3 from 4-5 options (see Weinstein and Wu’s 2009 piece on readiness assessment tests for additional information).
• Vary the in-class activities. If involving students in group work in a course, providing time during class for students to work as a group alleviates the difficulties of scheduling meetings outside of class or requiring student updates on status. It also allows instructors to observe group dynamics directly and intervene or provide guidance when necessary.
• Collect feedback from students on what is working and what may need adjustment or refinement. A mid-semester survey on the model, engagement and what is and is not working may be useful.

What are Some Additional Resources on Flipped Classrooms?

• The DIY Flipping Kit from Harvard Kennedy School and Harvard Initiative for Learning and Teaching Grants Program https://slate.hks.harvard.edu/
• Talbert, R. (2017). Flipped Learning: A Guide for Higher Education Faculty. Stylus Publishing.
• Weinstein, S. E. and Wu, S. (2009). Readiness assessment tests versus frequent quizzes: Student preferences. International Journal of Teaching and Learning in Higher Education, 21 (2), 181-186.