Active Learning in Flipped Classes

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Active Learning Series
Part 3: 
Active Learning in Flipped Classes

Overview

A “flipped” classroom model is essentially an inversion of the traditional structure for both inside and  outside class time. In a flipped classroom, students are exposed to course concepts and content prior to  class (through videos, reading, podcasts, etc.), while class time is devoted to practicing and applying  these course concepts through a variety of active learning activities. Research suggests that flipped  models are still quite effective at covering content (e.g., Baepler, Walker, & Driessen, 2014; DesLauries,  Schelew, & Wieman, 2011; Haak et al., 2011; Marshall & DeCapua, 2013). For example, Baepler,  Walker, & Driessen (2014) found that students taking a high enrollment chemistry course in a flipped  format performed at least a well as those in a more traditional, lecture-oriented course; additionally,  “student perceptions of their learning experience tended to improve significantly with the move to the  flipped, hybrid format” (p. 234). 

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Considerations for “Flipping” the Classroom 

“Flipping” the classroom requires a considerable amount of thought, planning, and (re)design (EDUCAUSE, 2012). However, while it may take significant time and energy, the research (as noted above) demonstrates that if done thoughtfully, “flipping” your classroom can be well worth the effort for you and your students (Saichaie, 2020). Before embarking on the “flipped” endeavor, reflect on the following:

  • Time intensivity

    “Flipping” the classroom involves carefully examining the learning objectives at multiple levels  (department, course, unit, lesson) and the activities and assessments used to determine what and  how students are learning. Significant time must be devoted before the term towards developing  materials like recorded lectures and online modules. Because of this, EDUCAUSE notes that the “flipped” model can be easy to get wrong. In order to avoid a failed experiment and a host of  confused students, make sure you have plenty of time to devote towards planning and developing materials before you start. 

  • Teaching Style

    Adopting a “flipped” model requires an adaptation of teaching style. Instructors considering this approach should reflect on their style and how that will change in both the “flipped” material and  during class time. The instructor’s role will change significantly with the “flipped” model and promoting instructor “presence” is a key consideration. For more on “presence” in flipped classes, see our resource on “Hybrid and Online Learning.”

  • Class Time

    With the content delivery handled outside of class, instructors should think about how they will spend class time and generate student buy-in. Many active learning strategies exist, such as problem-based  learning, cooperative learning, and group work. Many of these strategies align with popular learning  activities, including case studies, debates, and simulations. 

  • Assessment

    Proponents of the “flipped” model suggest that students be assessed on the video/reading segments of the pre-class materials. In essence, what will the students do while they watch the video, or right  after viewing a lecture? Short quizzes are an example of ways for students and instructors to  determine how well the material was understood. These types of assessments may also help  instructors shape the in-class time (i.e., mini lecture on challenging topics, review concepts). Other,  less formal options exist as well, such as creating a backchannel for discussion via social media (e.g., Twitter) or through the course management system (e.g., Canvas). Regardless of approach, this type  of assessment will help determine if students viewed the material prior to class. 

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What are some first steps I can take to prepare to “flip” my classroom? 

Additional considerations and suggestions on how to get started with flipping your classroom: 

  1. Begin with the end in mind. Whether redesigning an entire course or just one module,  instructors should determine student learning outcomes and the activities to support and assess  them, and how they will foster student learning. Think of both content-centered (e.g., students  will be able to summarize the main elements of the carbon cycle) and content-neutral outcomes  (e.g., students will learn to work together collaboratively). 

  2. Set expectations. Be intentional and honest. Instructor enthusiasm sets a very strong tone for  the “flipped” model. Instructors should also tell students about the reasons why the model is  being implemented and how it will help improve student learning. 

  3. Start smart. While the “flipped” model takes some considerable planning, one need not  “reinvent the wheel,” so to speak. Think about what you have in existence, what you can  enhance or what you can employ. 

    • Existing content: Much of the existing instructional materials (e.g., documents, Powerpoints,  PDFs) can be repurposed for the “flipped” model. 

    • Enhance: Adding enhancements to existing materials (e.g., voiceover slides, annotating video  and documents) can be done through free or campus supported technology, such as screen  capture software (e.g., Camtasia, Jing) and annotation software (e.g., Adobe Acrobat,  Preview). 

    • Employ: A number of high-quality and/or freely available resources exist to complement  instructional material (e.g., Khan Academy, MERLOT, OER Commons, TED-Ed). 

  4. Start small. Begin with one lesson or one unit. As previously mentioned, “flipping” takes time.  When determining how to record pre-class material, consider “chunking” content into pieces. 

  5. Observe. Many instructors have used the “flipped” approach. Ask them for an opportunity to  observe a planning session, video recording, and class period to get a general sense of the  preparation, technology tools, classroom activities, environment, and interactions. 

  • Citation
  • Center for Educational Effectiveness [CEE]. (2024). Active Learning Series. Just-in-Time Teaching Resources. Retrieved from https://cee.ucdavis.edu/JITT
  • References
  • Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236. 

    Center for Educational Effectiveness [CEE]. (2018). Strategies for covering content series. Just-in-Time Teaching Resources. Retrieved from https://cee.ucdavis.edu/JITT 

    DesLauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6034), 862–864. 

    EDUCAUSE. (2012). 7 things you should know about flipped classrooms. Retrieved from https://library.educause.edu/resources/2012/2/7-things-you-should-know-about-flippedclassrooms 

    Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213–1216. 

    Marshall, H. W., & DeCapua, A. (2013). Making the transition: Culturally responsive teaching for struggling language learners. Ann Arbor, MI: University of Michigan Press. 

    Saichaie, K. (2020). Blended, flipped, and hybrid learning: Definitions, developments, and directions. In T. Trolian & K. C. Culver (Eds.), New Directions for Teaching and Learning: Effective instruction in college classrooms, 2020(165), 95–104.