Flipped learning is an arrangement where students complete independent study tasks before a taught session. This allows class time to be used for discussion, problem-solving, and other active learning activities led by the teacher. Both the independent and classroom portions can utilize technology like online videos and collaborative tools. Effective flipped class design includes allowing students to learn material before class, assessing understanding at the start of class, teaching responsively based on student needs, making pre-class work essential to in-class activities, and using class time for collaborative work and application of concepts.

1. Flipping the classroom
Flipped classes: a definition
'Flipped' learning is a specific arrangement of independent and taught study time. Students do independent study tasks first, followed by a
taught or guided session. Assuming (a) that students have completed or at least attempted the tasks in advance, and (b) that teaching staff
have the confidence and repertoire to respond to the diverse needs that arise from this, then the taught session can be made more productive
through responsive teaching. Rather than covering new material, face-to-face time can be used to go over points that students have found
challenging or interesting, to work on problems, to support discussion, and to carry out creative activities. Collaborative work is likely to be
more effective because students are better and more equally prepared.
Flipped and 'blended' or technology-supported learning
Both the independent and the guided phases can be supported by learning technologies, e.g. online videos and diagnostic tests/quizzes in
the independent phase, and clickers, voting systems and collaborative tools in the classroom phase. The use of technology can make it easier
for students to bridge the two modes of learning e.g. annotation/curation tools can be used by learners to reflect on classroom learning in
private, and collaborative tools can allow private reflections to become part of the group learning experience. In these cases 'flipped' is also
'blended', and the distinctions between independent and taught time are more blurred than in traditional university teaching. But there is no
reason why a flipped session could not be based on traditional learning activities - reading before a seminar would be the classic example.
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2. Some design principles for flipped classes
Design principle Principle in practice
Allow students to make
sense of the subject matter
before the face-to-face
session.
Offer a variety of routes in to the subject matter (e.g. different media, points of view, examples).
Keep the pre-class tasks manageable, and break the material into separate components where
possible (e.g. separate out the key ideas).
Ensure the resources you provide are accessible to all students.
Assess students’
understanding at the start of
the face-to-face session
Allow students to assess their own understanding without feeling exposed, encouraging self-
assessment and reflection.
Use voting tools or quiz results to assess the strengths and weaknesses of the cohort.
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3. Design principle Principle in practice
Teach responsively Prepare a range of resources and activities for the taught session, accepting that not all may be
needed.
Offer activities and resources according to the results of the pre-session assessment.
Give feedback throughout the session and give opportunities for students to feed back on their
understanding and activities.
Make the pre-class work
essential to in-class activities
Design activities, questions, tests etc that draw on the understanding students have gained before the
class.
Explain links between sessions so students see how the next set of pre-class work builds on what
they have learned and prepares them for further learning.
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4. Design principle Principle in practice
Use the valuable time/space
of the class to its best
advantage
Consider how students can learn from one another in collaborative tasks.
Consider how students can try out authentic activities in a supportive setting.
Consider how students can gain feedback on their work from teaching staff or other students.
Set discussion topics and frame discussion to ensure maximum participation (think about group size,
how outcomes will be recorded and shared, links with assessment tasks)
Build ongoing commitment
through a community of
learning
Build in group tasks and ensure students feel accountable for group outcomes: it helps if group
outcomes are also relevant to individual learning and assessment.
Encourage between-class communication among students about set tasks and problems.
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