A ‘flipped’ classroom is typically one where students read, watch, and engage with course content in their own time outside of the classroom (physical or virtual).

In higher education, flipped learning means that students read, watch, and engage with course content/curriculum in their own time (asynchronously), without a need for the educator to be present.

This frees-up the time where educators are online (and/or on-campus), synchronously with the students, to facilitate, invigorate and provide feedback/feed-forward input into interaction, application, experimentation, debate, and other such active learning experiences. Educators can use fit-for-purpose educational technologies to support both asynchronous and synchronous modes for active and engaged learning.

Resources

Burgner, R. (2019). Using VoiceThread to enhance asynchronous collaboration and communication. TxDLA Journal of Distance Learning, 3(1), 2. https://scholarworks.sfasu.edu/txdla_jdl/vol3/iss1/2

Flipgrid. (2020, March 10). Remote learning in higher ed with Flipgrid. https://blog.flipgrid.com/news/highered

Flipped Learning Network – https://flippedlearning.org/definition-of-flipped-learning/

Hole, A. (2017, August 1). Padlet for collaborative learning. https://blogs.sussex.ac.uk/tel/2017/08/01/padlet-collaborativelearning/

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education, 14(1), ar5.

Kadi, A., Kutay, C. M., & Canning, J. (2017, January). Flipped Learning not Flopped Learning. In Australasian Association for Engineering Education Conference. AAEE.

UQ Flipped Classroom guides, with case studies, ideas for online engagement and active learning in the classroom, and results from an OLT project on flipped classroom. http://www.uq.edu.au/teach/flipped-classroom/index.html

Voicethread website. Voicethread research in higher education. https://voicethread.com/research-categories/higher-ed/