How do I get started?

The flipped classroom is a blended learning model that requires more than dividing a course into face-to-face and online components.  Boud and Prosser (2002) recommend that effective blended learning environments take a learning design approach which looks at the learning goals and aligns them with teaching and learning activities and assessment. This ensures the integration and appropriate use of technology.

Key elements of the flipped classroom include:


Learning outcomes

Learning outcomes (also known as “intended learning outcomes” or “learning objectives”) can help guide the design process, help steer delivery of the course and ultimately help students recognise and navigate key milestones within the course.

Download a tip sheet on writing Learning Outcomes to help articulate expectations for your course.


Learning activities should align learning outcomes and be intentional, meaningful and useful. A key focus of the flipped classroom is active learning to encourage students to engage deep rather than surface learning.

Download a tip sheet that explains Active Learning.

Also see Student’s Approaches to Learning, University of Technology Sydney. See Examples of Learning Activities (University of Tasmania) as guide to planning activities to based on a particular purpose such as:

  • Content focus
  • Interactivity
  • Critical thinking
  • Production
  • Problems solving
  • Reflection


Assessment in the flipped classroom leans towards formative assessment where students are provided opportunities for feedback to promote student learning.
Nicol and McFarlane Dick (2006) recommend Seven Principles of Good Assessment and Feedback practices:

  1. Provides opportunities to close the gap between current and desired performance.
  1. Helps clarify what good performance is (goals, criteria, or expected standards).
  1. Delivers high quality information to students about their learning.
  2. Facilitates the development of self-assessment (reflection) in learning.
  3. Encourages teacher and peer dialogue around learning.
  4. Encourages positive motivational beliefs and self-esteem.
  5. Provides information to teachers that can be used to help shape the teaching.  (Nicol and McFarlane Dick, 2004, p.6)

For further resources, see:

Higher Education Academy report (with case studies) on Enhancing Student Learning Through Effective Formative Feedback

Teaching guides Assessment and grading


It is imortant that the elements of learning outcomes, activities and assessment are 'constructively aligned' Biggs (1999) so that students get a sense

Structure of flipped classroom

Diagram 1: Bigg's Constructive Alignment


Integrating technology

Our business, now and into the future, needs to be about learning and technology — "in that order" (Brown, 2009, p.63).

It is important that technologies are selected are deeply connected to the context in which the classroom is offered (McGrath, Groessler, Fink, Reidsema and Kavanagh, 2017).

Canole’s 7C Learning Design Framework (2013) can be used to help educators make design decisions that are pedagogically effective and make appropriate use of digital technologies. The key components of the Framework are:

  • Conceptualise
  • Create
  • Communicate
  • Collaborate
  • Consider
  • Combine
  • Consolidate

The Flipped Classroom: Technology integration guide (adapted from McGrath, Groessler, Fink, Reidsema and Kavanagh, in press) is based on Canole’s 7C Learning Design Framework. Also see Selecting technologies (UNSW) website.

Planning and design

The following resources may help you plan and design your flipped classroom


Customised workshops

ITaLI can support UQ Schools to implement professional learning by requesting help with designing and delivering customised workshops. Please contact Ms Anthea Groessler, Learning Designer:

The UQ Library

Contact your Liaison Librarian for resources to support your flipped and blended classrooms.

eLearning Services and Support

The eLearning site Tools A-Z guide has 'how-to' guides on a range of technologies that they support such as In-class Active Learning Tools.




Flipped Classroom: How do you flip?

Click on the images below to view each video on the screen above

How do you flip?


Workload and preparation

Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: a case study.

Abstract: We present a practice-based case study of curriculum redesign in a large-enrolment introductory physics course taught at the University of Edinburgh. The course has been inverted, or 'flipped', in the sense that content and material is delivered to students for self-study in advance of lectures, via a combination of home-grown electronic course materials, textbook reading and external web resources. Subsequent lectures focus on problems students are still having after self-study of the material, which have been self-reported by them as part of a weekly reading quiz assignment. Lectures are transformed from sessions for transmission or initial presentation of information, to guided discussion sessions, with a particular focus on peer instruction techniques and discussion, facilitated by extensive use of clicker questions. We present details of student engagement with pre-class reading and quiz tasks, comment on student perceptions of this different instructional format, and present data that shows evidence for high quality learning on the course.

Milman, N. (2102) The Flipped Classroom Strategy: What Is it and How Can it Best be Used? Distance Learning 9(3) 85-87

Abstract: In K-12 and higher educational circles, the 'flipped classroom' instructional strategy (also known as the 'inverted classroom') has been receiving a lot of attention. The idea is that rather than taking up limited class time for an instructor to introduce a concept (often via lecture), the instructor can create a video lecture, screencast, or vodcast that teaches students the concept, freeing up valuable class time for more engaging (and often collaborative) activities typically facilitated by the instructor. It is important to note that the strategy should involve more than just the 'take home' video lecture (or screencast or podcast). It should also incorporate formative and summative assessment, as well as meaningful face-to-face (F2F) learning activities. Although many instructors at all educational levels and from various settings have been incorporating this strategy for years, the term is most often attributed to two Colorado high school teachers, Jonathan Bergman and Aaron Sams, who began creating screencasts and podcasts for their students in 2006 (Makice, 2012). 

Hughes, H. (2012). Introduction to Flipping the College Classroom. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2434-2438). Chesapeake, VA: AACE

Abstract: 'Flipping the classroom' is a pedagogical concept and method that replaces the standard lecture-in-class format with opportunities for students to review, discuss, and investigate course content with the instructor in class. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. This paper provides an introduction to classroom flipping and the instructional design strategies for flipping the college classroom developed at one university.

Pierce, R., & Fox, J. (2012). Vodcasts and Active-Learning Exercises in a 'Flipped Classroom' Model of a Renal Pharmacotherapy Module. American Journal of Pharmaceutical Education, 76(10).

Abstract: To implement a 'flipped classroom' model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes.

Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures.

Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive.

Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Brown, B. (2012). Flipping the classroom. In Proceedings of the 43rd ACM technical symposium on Computer Science Education, 681-681. New York: ACM.

Abstract: Flipped classrooms are shifting the way teachers provide instruction by inverting traditional teaching methods to engage students in the learning process. Using technology, lectures are moved out of the classroom and delivered online as a means to free up class time for interaction and collaboration. In order to effectively implement a flipped classroom, teachers must possess a set of requisite technical skills, conceptual knowledge and pedagogical expertise. Through this study, a web-based instructional module was developed to provide this information to prospective teachers interested in implementing a flipped classroom. Results indicated that the module was effective in delivering an overview of the required material, but could have benefitted from the inclusion of added examples of working implementations to raise the confidence level of the participants. Added support through a learning community, either in-person or online, would help to provide guidance through initiation and expand on the shared experiences of the individuals.