Higher Education Flipped Classroom Pedagogy

Aug 30, 2021 by

The Flipped Classroom concept is when traditional classroom activities and homework are reversed in order so that students interact with new material for homework first. But the approach involves more than simply swapping when they are done. The main priority is to use class time for hands-on, differentiated, and even personalized learning experiences in which the instructor is available to assist students when they need them to do so.

The strategy was initially popular among K-12 teachers but is now making more of a splash in higher education, especially with the advent of digital technology integration and remote learning. Al‑Samarraie, Shamsuddin, and Alzahrani (2019) conducted a literature review on the use of the flipped classroom in a university context. The authors concluded that the flipped classroom is promoted in literature as a means to improve students’ engagement, metacognition, attitude, performance, understanding, and achievement, as well as other potential learning outcomes.

The pedagogical design of flipped classrooms has been criticized as lacking in theoretical framing, but Koh (2019) proposes that the pedagogical dimensions of personalization, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how the approach supports student-centered learning.

Most recently, Latorre-Cosculluela et al. (2021) studied flipped learning before and during the COVID-19 pandemic finding that the forced transformation of the teaching-learning processes thanks to the pandemic was ideal for turning around the existing classroom structure by using either synchronous or asynchronous online learning and digital technology.  


Will distance learning and higher education benefit from the flipped classroom? How does technology come into play?


flipped classroom, digital learning, higher education technology, higher education pedagogy


Al-Samarraie, H., Shamsuddin, A. & Alzahrani, Ahmed. (2019). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68. Retrieved from: DOI 10.1007/s11423-019-09718-8.

Koh, J. H. L. (2019). Four pedagogical dimensions for understanding flipped classroom practices in higher education: A systematic review. Educational Sciences: Theory and Practice, 19(4), 14 – 33. Retrieved from: http://dx.doi.org/10.12738/estp.2019.4.002

Latorre-Cosculluela, C.; Suárez, C.; Quiroga, S.; Sobradiel-Sierra, N.; Lozano-Blasco, R.; Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: Using technology to develop 21st century skills. Interactive Technology and Smart Education. Retrieved from:  DOI 10.1108/ITSE-08-2020-0137

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