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Flipped Learning

What is Flipped Learning?

Student-independent pre-learning of new concepts and subject knowledge, before application of problem solving and analysis in the classroom.

In this section, principles of Flipped Learning are introduced. Self-guided resources are:

  • Learning approach: how learning takes place in Flipped Learning, and the role of teacher and student in the classroom process.
  • Video: Introduction to Flipped Learning with one of the pioneers of flipped learning, Jon Bergman (Bergman, 2022)
  • Explore further: Additional resource links and videos to explore to support Flipped Learning

Quick Links for Flipped Learning

Learning approach: Flipped learning moves student learning of new concepts from teacher instruction during a lesson to students taking part in independent, pre-learning tasks outside of the lesson. Teaching time in the lesson focuses on active student engagement with the topic. Teachers set video and/or written materials for pre-learning to give key concepts to students and provide provocations about a subject area (NESTA and NFER,2015).

Video: Introduction to Flipped Learning. In this 4-minute video, one of the pioneers of flipped learning, Jon Bergman, explains the process. 

How learning takes place: Teachers plan that lower-level knowledge and skills develop through students’ independent pre-learning through homework or allocated in-class learning time. Classroom focus is on higher-order questioning, knowledge, and skills, building on student's prior learning.

Flipped Classroom Cycle

Explore Further: Resources to Support Flipped Learning

The Covid-19 pandemic has accelerated the potential for blended learning approaches such as Flipped Learning. In the UK, flipped learning studies to date have been small-scale and focused on maths and science.

Video: Flipped Learning: How it works (US). In this 4-minute video, three educators describe how they have embedded flipped learning into their teaching, and how they structure Flipped Learning approaches (Education Week, 2022).

Flipped learning using online video

In this NESTA and NFER (2015) report, using video to transform learning through Flipped Learning is explored

Flipped learning

Advanced HE (2020) explore Flipped Learning

Flipping classrooms across the whole school

SecEd (2014)

Flipped Learning Toolkit: Improving Attainment and Progress through Homework

OCR (2020)

Advantages: Students explore core subject knowledge before teacher direct input in the classroom. Students engage independently and early with key concepts and ask questions. This allows the lesson to focus on higher-order questioning to deepen knowledge, and the development and creative application of new knowledge and skills to real-world problem-solving or project-based learning activities. Students can practice, or rewatch materials. Teachers can address misconceptions and support groups of students. Peer-peer support opportunities for knowledge dissemination.

Cautions: Limited evidence of a positive impact on secondary-age learners, with studies, focused on higher education, where learners are older, well-resourced technologically and motivated to work independently. Digital exclusion is a reality for groups of students in the UK. SEN students may need additional scaffolding of independent learning materials in a flipped approach. Teacher workload for pre-learning materials needs considering.

Teacher experience: Teachers were likely to use flipped learning as part of a flexible toolkit of teaching strategies. There was no one way to implement flipped learning; it was dependent on school culture and priorities. NESTA and NFER's (2015) study of mathematics teaching in secondary schools, found in positive impacts of flipped learning, teaching staff were open to innovative ideas and prepared to try novel approaches with their students. Where learning experiences were positive, teachers reported a positive culture of homework, student access to age-appropriate, quality curriculum video resources, and students who had access to technology. Where this is not the case, flipping is not insurmountable, but schools may need to consider using flipped learning as part of extended classroom time or as a carousel of activities. Teacher technology skills can be a limiting factor (NESTA AND NFER,2015).

Student experience: Positive impacts reported in studies include increased student motivation, students being able to learn at a pace that suited them, and students demonstrating deeper learning. Not all students found a pre-learning, video approach engaging, preferring teacher delivery of new knowledge, with Swedish studies suggesting students who are neurodiverse may find flipped learning approaches particularly difficult. A University of Manchester study (2017) of sixth-form attitudes to flipped learning in science reported students felt more prepared for lessons and felt lessons using Flipped Learning were more interactive (NESTA AND NFER,2015).