“Learning is a two-step process…First, you must have some transfer of information; second, you must make sense of that information by connecting it to your own experiences and organizing the information in your brain.” – Eric Mazur, professor of physics at Harvard University.
What is a Flipped Classroom?
The flipped classroom is a teaching model in which students learn core content before class through videos, readings, or other materials, so in-person time can focus on active learning, discussion, and applied practice. This approach lets students learn at their own pace and gives instructors more time to facilitate deeper engagement during class.
Flipped classrooms generally follow one of two designs:
Student-led:
Students have more control over how they navigate course content. The instructor acts as a low-touch facilitator, offering feedback, motivation, and support while monitoring student progress.
Instructor-led:
Students still learn foundational material outside of class. Still, the instructor plays a more active role in coordinating in-class activities such as case studies, group discussions, role-playing, or team projects.
Pre-recorded lessons, videos, narrated slides, screencasts, or audio recordings are central to flipped learning. When designing a flipped course, consider:
- What should students learn?
- What materials best support learning outside of class?
- How much time should students spend on pre-class work?
- What resources will help them master the content?
- What in-class activities will help them apply what they learned?
- How will you incentivize pre-class preparation (e.g., short quizzes)?
- How will you gather student feedback?
- How will students demonstrate their learning?
Five Considerations When Starting a Flipped Classroom Design
Designing a flipped course takes planning, but a few core practices can significantly improve success:
- Start small: Flip one lesson or unit at a time and expand as you gain confidence. A complete transition often takes several semesters.
- Create “need-to-know” content: Clearly explain why the flipped approach supports learning and how pre-class work prepares students for in-class activities.
- Use familiar technology: Rely on tools supported by the university, such as narrated PowerPoints, screencasts, Panopto, or Zoom recordings, to reduce tech barriers and keep the focus on learning.
- Walk students through the first lesson: Provide explicit instructions for accessing materials and explain expectations for both pre-class and in-class work—model how students should use recorded content.
- Reflect on the process: Keep a brief journal to note what worked well and what needs adjustment as you refine your flipped course design
Effective Practices for a Flipped Classroom
When designing a flipped course, keep these effective practices in mind:
- Keep recordings short: Aim for 15 minutes or less. Break longer content into smaller videos to make learning more manageable.
- Provide early access: Share materials before class so students can preview content and understand how lessons connect.
- Prioritize audio quality: Use a good microphone and minimize background noise; poor audio is a significant barrier to learning.
- Incentivize preparation: Use entrance quizzes, active learning tasks, or embedded checks to ensure students complete pre-class work. Avoid re-teaching the recorded lesson in class.
- Facilitate active learning: Use discussions, problem-based tasks, case studies, or group work to help students apply what they learned before class.
- Assess frequently: Build in formative assessments, quizzes, reflections, or short discussions to gauge understanding and guide next steps.
- Invite feedback: Offer regular opportunities for students to reflect on recordings, activities, and the flipped format to improve the learning experience.