Flipped Classroom Daniel Capurro & Helen STitt


Teaching strategy where "traditional teaching" happens outside the classroom

Some History:

1990's reports from higher education 'inverting the classroom'

Relevant Paper: Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment (Lage, 2000)

(fun) History

In 2008, two school teachers wanted to find ways to re-teach lessons for students that were absent. They decided to record some videos (Bergmann, 2009)

What got flipped?

Standard content delivery activities (lectures, interactive sessions) delivered online, accessed before class

In-person sessions are devoted to discuss, work through problems, and present complex ideas

As an educational strategy, a variety of methods can be used to deliver information and design of learning activities.


Scarce resource (people's time, physical presence) would be devoted to working on aspects where human interaction is the best tool.

Slide from: Designing a Curriculum EDUC90516

Theories behind this strategy

Lectures, papers, books, are not knowledge, they are only containers to transmit information. Knowledge needs to be built (or re-built) by the learner (constructivism) or by communities of learners (social constructivism).

With videos, students have control and flexibility to access content on-demand and at their own pace, thus reducing the cognitive load (cognitive load theory)

Student's motivation plays a significant role in their learning (self determination theory)

Does it work?

Does it work?

Reasonable body of evidence: (at least) 17 systematic reviews or meta-analysis of the topic. Several randomised controlled trials. Heterogeneous results.

Quick scope shows slight improvement in test scores, students tend to like it. Few reports on long term outcomes or more complex outcomes

Would it work in your subject?

In break-out groups of two discuss with a colleague what you think the main benefit and main disadvantage of this teaching approach would be if applied to your curriculum.


  • Bagley, Spencer (2020). The Flipped Classroom, Lethal Mutations, and the Didactical Contract: A Cautionary Tale, PRIMUS, 30:3, 243-260, DOI: 10.1080/10511970.2018.1555196
  • Bergmann, J., & Sams, A. (2009). Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities. Learning & Leading with Technology, 36(4), 22-27.
  • Epistemonikos Database. Retrieved from https://www.epistemonikos.org/en/search?q=%22flipped%20classroom%22 on
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
  • Searston, Rachel and Jason M. Lodge (Hosts). 2017, June 28th). Episode 2: What is the curriculum anyway? with Agnes Bosanquet, Beyond the Lectern [Audio podcast]. https://soundcloud.com/uqitali/episode-2-what-is-the-curriculum-anyway-with-agnes-bosanquet. Especially 2.14 – 3.54 on the process-focused or product-driven curriculum and 32.40 – 38.54 on continuing to provide an opportunity for deep listening.
  • Shu-Chen Cheng, Gwo-Jen Hwang & Chiu-Lin Lai (2020) Critical research advancements of flipped learning: a review of the top 100 highly cited papers, Interactive Learning Environments, DOI: 10.1080/10494820.2020.1765395


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