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Lesson 4: Flipped model


The flipped model is a pedagogical approach that replaces the standard in-class lecture format with pre-assigned work so students can come to class prepared and ready to engage (Lambrou, 2020). The flipped classroom approach optimizes learning inside and outside the classroom and has been used to enhance learning in face-to-face courses. 

In a flipped classroom, independent learning activities occur asynchronously online such as listening and interacting with recorded videos, accessing resources and responding to discussion board prompts. The face-to-face learning space is dedicated to active pedagogical approaches such as problem-based learning, case studies and peer interaction (Conrad & Openo, 2018).  

Flipped learning model


Selecting a blended flipped learning model depends on the context:

Student learning

How does flipping the course help learners achieve the learning outcomes?


How does the flipped design impact the type of content and the way the students engage with it in both in-class and online activities?

Class size

How will the class size influence the way face-to-face activities are planned and how the content and other material is reviewed online?

Course level

How does the course level effect the breadth, depth of content and expectations of students when working independently online or face-to-face with their peers and instructor?

Core elements of flipped design

Flipping the classroom encourages students to become more active and independent learners and use their study time outside the classroom more efficiently (Lambrou, 2020). The flipped model means students are well-prepared to engage and collaborate during in-class learning.

In a flipped design, active learning pedagogies such as problem-based learning, case studies and peer interaction are ideal (Conrad & Openo, 2018).

For example, the flipped model allocates studying the material pre-class online, using the class-time to apply the knowledge in engaging activities. 

In a flipped model, technology is used to support student learning by allowing students access to the course content and time to prepare in advance at their own pace (Moffett, 2015). This model optimizes classroom time for collaborative discussions and active learning.

For example, course readings could be accessed asynchronously online and then debated synchronously in class leading to a final group project summarizing the reading. 

The flipped classroom approach encourages students to become more active and independent learners and use their study time outside the classroom meaningfully (Lambrou, 2020).

For example, the flipped model makes differentiated instruction based on learners’ needs easier as class time is spent on checking for understanding and delving into higher order critical thinking skills (Kachka, 2012).

Put into practice

Check out the following resource, 7 Steps to Flipping with a Framework, created by the University of Adelaide.

Download PDF

Lesson checklist

  • Identify the core elements of flipped design

  • Determine key considerations for learning activities 

  • Distinguish types of assessments for flipped models


More lessons

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Lesson 5: Rotational model

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Lesson 6: Summary

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Lesson 1: Getting started with blended learning