Flipped Classroom
A flipped classroom is an instructional approach in which learners engage with introductory course content before class so that class time can be used for active learning, discussion, collaboration, and application of concepts.
In a flipped classroom, learners may review readings, videos, lectures, podcasts, or other materials before attending class. Class time is then used to deepen understanding through activities such as problem solving, case studies, discussions, collaborative work, or applied practice.
This approach "flips" the more traditional instructional model in which new content is introduced during class and learners independently complete homework or practice activities afterward.
Why Use a Flipped Classroom?
This approach encourages us to reconsider how class time is used and when learners access foundational course content. Rather than using class time primarily for content delivery, learners engage with introductory materials before class so that scheduled class time can focus on application, discussion, collaboration, and feedback.
Flipped classroom approaches can help:
- Increase opportunities for active learning during class
- Encourage learners to engage with course material before class
- Support discussion, collaboration, and problem solving
- Allow instructors to focus class time on application and feedback
- Provide learners with more flexibility to review foundational content at their own pace
Designing a Flipped Classroom
Implementing a flipped classroom approach often works best when introduced gradually. Rather than redesigning an entire course immediately, instructors may choose to pilot a flipped activity, lesson, or unit before expanding the approach further.
When designing a flipped classroom experience, consider how learners will prepare before class, how learning will be assessed, and how class time will be used to support active engagement and application.
Introduce the Task
Clearly explain the purpose of the flipped approach and what learners are expected to do before class. It is important that learners understand not only what they are doing, but also why preparation matters and how it connects to the in-class activities.
For some learners, active learning in the classroom may be a new experience. A "no surprises" approach that clearly communicates expectations and participation opportunities can help reduce anxiety and support engagement.
Out-of-class Task
Careful consideration should be given to the choice of media and materials used for pre-class learning activities. Instructors may create their own materials, such as narrated PowerPoints, screencasts, or podcasts, or use existing resources such as readings, videos, or websites.
Short, focused materials are often more effective than lengthy recordings. For example, video content is typically most manageable in segments of approximately 10–15 minutes.
Guiding questions or prompts can also help learners focus on the key objectives of the preparatory work. Some instructors may also provide opportunities for learners to submit questions before class so that challenging concepts can be discussed during the in-class session.
Assess the Learning
Before the in-class session, both instructors and learners can benefit from knowing whether learners are adequately prepared for the planned activities.
Low-stakes or formative assessments, such as short quizzes, reflection prompts, or discussion activities, can help learners check their understanding while also providing instructors with insight into areas that may need clarification.
These assessments are often most effective when they encourage learners to apply concepts rather than simply recall information. Opportunities for formative feedback and learner questions can also help support preparation and engagement.
In-class Activities
The most effective flipped classroom activities create opportunities for active learning, peer interaction, discussion, and instructor feedback.
Class time may be used for:
- Problem-solving activities
- Case studies
- Discussions or debates
- Collaborative group work
- Simulations or role-playing activities
- Peer instruction activities
These activities should align with course learning outcomes and encourage learners to apply, analyze, discuss, and explore concepts in meaningful ways. The flipped classroom can also provide a lower-risk environment where learners are encouraged to experiment, make mistakes, and learn collaboratively.
Motivation
Learner motivation can be influenced by the design and facilitation of flipped classroom activities. Creating an open, supportive, and engaging classroom environment can help encourage participation and reduce resistance to unfamiliar instructional approaches.
Learners may be more motivated when:
- Expectations are clear
- Activities are challenging but achievable
- Learning feels relevant and meaningful
- Opportunities for participation and feedback are provided
- Connections to future courses, careers, or real-world situations are highlighted
Examples of Flipped Classroom Activities
There are many ways instructors can incorporate flipped learning into their courses. The examples below highlight common pre-class and in-class activities used in flipped classroom approaches.
| Pre-Class Activities | In-Class Active Learning Activities |
|---|---|
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Additional Resources
Bane, J., Bradshaw, E., & Spears, R. (2018). Flipped by Design: “Flipping the Classroom” Through Instructional Design
References
Course Design: Planning a Flipped Class. (2018, February 28). Centre for Teaching Excellence, University of Waterloo. Retrieved from: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/course-design-planning-flipped-class