Flipped classroom

Flipped classroom

Flipped classroom Thumbnail

The students are given the material in advance and they produce an outcome to share with their peers. 

  • Group Size 50-100
  • Time Frame Varies
  • Facilitation Level Intermediate
  • Contributes to Create & Evaluate & Analyze & Apply & Understand & Remember & Activate
  • Resources

    Computer / Tablet, Apps / Online Platforms, YouTube, Kahoot, Pingo

  • Individual Work


  • Team Work


  • Mode

    Online & Offline

In a flipped classroom, the students are given the material in advance and they produce an outcome to share with their peers.


This setting allows for three types of online activities:

1. Create slides and video with theoretical content and challenges. After viewing the video the student has 1 week to respond to the challenge and submit it on the platform. In the following synchronous class, there is group discussion about the topic. Feedback is given in the classroom. We give the opportunity to re-submit a new version of the work.
2. The educator writes instructions for the homework to be completed before class. This homework typically includes watching 2-3 videos (10 minutes each) and answering/thinking about related questions. It might also include other material such as news or scientific papers. In class, the topics and questions are discussed with the students, and the more difficult concepts are explained. At the end of the theoretical class, everyone plays a 5 minute Kahoot.
3. Send the material in advance and create quizzes in Pingo


The aims of flipped classrooms are to maintain the motivation of students in theoretical classes, to monitor the students’ learning process, to identify problems and misconceptions, and to allow them to learn at their own pace.


If making a video, it needs to be designed very well and the synchronous activity needs to be interactive. The feedback process needs to be carefully designed. For the lecturer, challenges include time management, fostering a good learning environment, maintain student motivation, and supporting the learning process without merely giving the solution.


Joana Marto and Tânia Sousa, University of Lisbon ; Joachim Enders, TUDarmstadt


Read how the flipped classroom method has been used in a blended joint programme, Digital Communication Leadership: A Student’s Experience – AMPLIFIER Platform (uib.no)
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