Flipping a classroom is less about recording lecture videos and more about redesigning what happens during contact time. Two large meta-analyses published in 2019 found that, on average, flipped classrooms produce a small improvement in learning compared with traditional teaching (van Alten et al., 2019; Låg & Sæle, 2019). The design details explain much of the difference between courses that benefit and courses that do not.
Phase 1: Redesign one module, not the whole course
Pick the module students have historically found hardest. Move the foundational content into short pre-class materials and use the contact time for applied problem-solving.
Phase 2: Make pre-class work accountable
- A short check on the pre-class material, such as a quiz
- No in-class repeat of content students were asked to prepare
- Clear expectations about arriving prepared
This matters: van Alten et al. found larger learning gains when quizzes were added to flipped courses.
Phase 3: Keep the contact time and redesign it
The same study found better results when face-to-face time was kept rather than reduced. Class time should default to case work, problem sets or industry-style challenges built on the APEX cycle, with faculty circulating as coaches rather than presenting from the front.
The most common concern: coverage
Faculty often worry they will cover less. The answer lies in the design: foundational content moves to short pre-class materials, and contact time is used for the application that lectures rarely leave time for. Flipping is not a way to save teaching time; it works when class time is redesigned, not when it is cut.
What the wider evidence shows
A later and larger meta-analysis by Strelan, Osborn and Palmer (2020), covering 198 studies across disciplines and education levels, found a moderate overall advantage for flipped classrooms over traditional teaching, with benefits observed across most subject areas. Together with the 2019 analyses, the pattern is consistent: flipping helps when it changes what students do in class, not when it simply moves lectures online.
A sample flipped week
A typical week in a flipped module looks like this:
- Before class (60-90 minutes): two or three short videos or readings of no more than 10 minutes each, followed by a five-question online quiz that closes before the session.
- First 10 minutes of class: the lecturer reviews quiz results and addresses the two most common misconceptions.
- Main block (40-60 minutes): teams work on a case, problem set or design challenge while the lecturer circulates and coaches.
- Final 10 minutes: one or two teams present their reasoning, and everyone completes a quick exit question.
This sequence follows the APEX cycle: students acquire knowledge before class, practise and evaluate it together in class, and expand it in the following task.
Common mistakes to avoid
- Videos that are too long. Long recorded lectures reduce completion; short segments with a clear purpose work better.
- No consequence for skipping preparation. If class repeats the content, students learn that preparation is optional.
- Unchanged assessment. If the exam still rewards recall alone, students will not value in-class application.
- Flipping everything at once. Faculty and students both need time to adapt; one module is the right first step.
Frequently asked questions
What is a flipped classroom in higher education?
A flipped classroom moves first exposure to new content, such as short videos or readings, before class, so contact time can be used for problem-solving, discussion, case work and coaching instead of lecturing.
Does the flipped classroom improve student learning?
On average, yes. Several meta-analyses, including one of 198 studies, found that flipped classrooms improve performance compared with traditional teaching, with larger gains when pre-class work is checked and face-to-face time is kept and redesigned.
How do you get students to prepare before a flipped class?
Keep pre-class materials short, add a brief quiz that closes before the session, use the quiz results at the start of class, and never repeat the prepared content in full during contact time.
References
- van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28. doi:10.1016/j.edurev.2019.05.003
- Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA Open, 5(3). doi:10.1177/2332858419870489
- Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. doi:10.1016/j.edurev.2020.100314