The Flipped Classroom Design Cycle

The Flipped Classroom Design Cycle

1. Introduction

The flipped classroom is a modern teaching model that reverses the traditional learning order. Instead of introducing new topics during class and assigning homework later, teachers deliver instructional materials before class — often through videos, readings, or Open Educational Resources (OER). Then, class time is used for applying what was learned through discussion, collaboration, and problem-solving.

According to Bishop and Verleger (2013), this method is “an educational technique that moves direct instruction to the individual learning space, while class time focuses on interactive, higher-order learning activities.”

Key Principle

Move the information delivery to before class, and use class time for interaction, analysis, creativity, and application.

Why It Matters

  • Encourages active learning rather than passive listening.
  • Supports personalized learning — students can learn at their own pace.
  • Builds critical thinking, collaboration, and communication skills.
  • Promotes inclusive learning, allowing students with different learning speeds or styles to thrive.

The Flipped Classroom Design Cycle can be visualized in three connected stages:

Before Class → During Class → After Class

2. Phase 1: Before Class — Building the Foundation

Purpose:

Prepare learners with foundational knowledge before class so they can use class time for practice and engagement.

2.1 Strategies

(a) Assign Pre-Class Materials

Students engage with:

  • Short video lectures (e.g., Khan Academy, YouTube, Loom)
  • Readings and summaries (e.g., from OER Commons or MIT OpenCourseWare)
  • Instructor-made PowerPoint slides or podcasts

Example:
A mathematics teacher shares a 10-minute Khan Academy video on “Linear Equations” before the lesson.

(b) Interactive Pre-Class Activities

Students demonstrate preparation by completing:

  • Online quizzes (Kahoot!, Quizizz)
  • Discussion forums (Padlet, Edmodo, or Google Classroom)
  • Reflection questions or mini-assignments

These activities ensure that learners arrive in class ready for higher-level discussions.

(c) Provide Clear Guidance

Teachers should clearly state:

  • What to study
  • How to engage (e.g., “Watch the video and note three key takeaways”)
  • Expected outcomes

Providing a checklist or learning goals helps students stay focused.

2.2 Importance

  • Ensures all learners begin with the same baseline knowledge.
  • Encourages self-directed and lifelong learning skills.
  • Helps teachers identify difficult areas before class.
  • Promotes equity, as learners can replay or reread material as needed.

3. Phase 2: During Class — Engaging in Active Learning

Purpose:

Transform class time into an environment of interaction, application, and collaboration.

3.1 Strategies

(a) Problem-Solving and Application

Use real-world scenarios, case studies, or simulations to apply concepts.
Example: In a flipped biology class, students work in groups to analyze environmental data collected from open datasets.

(b) Collaborative Learning

Students work together through:

  • Peer teaching (students explaining concepts to each other)
  • Group discussions or debates
  • Team projects using platforms like Microsoft Teams or Zoom breakout rooms

(c) Teacher Facilitation

The teacher’s role shifts from lecturer to coach:

  • Clarify misconceptions
  • Provide scaffolding (step-by-step guidance)
  • Encourage deeper inquiry

(d) Formative Assessment

Quick checks for understanding through:

  • Live polls (Mentimeter, Slido)
  • Exit tickets
  • Quick reflection questions

3.2 Importance

  • Strengthens understanding through hands-on experience.
  • Enhances student engagement and participation.
  • Allows teachers to offer instant feedback.
  • Builds 21st-century skills — critical thinking, teamwork, communication.

4. Phase 3: After Class — Reinforcing and Extending Learning

Purpose:

Consolidate learning, encourage reflection, and promote continuous improvement.

4.1 Strategies

(a) Reflection Activities

Students write journal entries, blog posts, or short reflections about what they learned.
Example: A student posts a reflection on Padlet about how teamwork helped them understand a concept.

(b) Practice and Assignments

Provide exercises, projects, or open-ended problems to extend learning.
Example: In a business course, learners design a marketing plan using tools from class.

(c) Feedback and Continuous Assessment

Offer constructive feedback promptly, guiding students toward improvement.

(d) Enrichment Opportunities

Encourage exploration through OER materials, such as:

  • MERLOT (Multimedia Educational Resource for Learning and Online Teaching)
  • OpenStax textbooks
  • OER Commons simulations

4.2 Importance

  • Reinforces concepts through practice and reflection.
  • Supports long-term memory retention.
  • Encourages autonomy and deeper exploration.
  • Bridges classroom learning with real-world application.

5. Visual Representation of the Flipped Classroom Design Cycle

Phase

Activities

Purpose

Examples / Tools

Before Class

Watch videos, read materials, complete quizzes

Build foundational knowledge

Khan Academy, YouTube, OER Commons

During Class

Discuss, collaborate, problem-solve

Apply and deepen understanding

Zoom, Padlet, Kahoot!

After Class

Reflect, practice, extend

Reinforce and master learning

Moodle, Google Classroom, Blogs

6. Digital Tools Supporting the Cycle

Phase

Tools / Platforms

Function

Before Class

Khan Academy, OER Commons, Loom, Edpuzzle

Deliver pre-class materials

During Class

Zoom, Microsoft Teams, Kahoot!, Padlet

Interactive discussions, quizzes

After Class

Moodle, Canvas, Google Classroom, Blogger

Reflection, submission, feedback

7. Benefits of the Flipped Classroom Design Cycle

  1. Active Learning: Students do meaningful tasks rather than just listening.
  2. Self-Paced Learning: Students control when and how they study.
  3. Better Prepared Students: Teachers can focus on clarification and coaching.
  4. Continuous Feedback: Ongoing assessment helps learners stay on track.
  5. Inclusivity: Learners with different needs can access materials repeatedly.
  6. Improved Learning Outcomes: Research shows improved engagement, performance, and retention (O’Flaherty & Phillips, 2015).

8. Conclusion

The flipped classroom design cycle transforms traditional teaching by putting learners at the center.

  • Before Class: Students acquire knowledge through videos, readings, and OER materials.
  • During Class: They apply what they’ve learned through teamwork, problem-solving, and discussions.
  • After Class: They reflect, receive feedback, and extend their learning.

By carefully designing activities for each phase, teachers create a dynamic, interactive, and inclusive learning environment that promotes lifelong learning and better prepares students for real-world challenges.

9. References (Real and Verified)

  • Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings, Atlanta, GA.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.
  • Talbert, R. (2017). Flipped Learning: A Guide for Higher Education Faculty. Stylus Publishing.
  • O’Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. The Internet and Higher Education, 25, 85–95.
  • Khan Academy. (2023). About Khan Academy. Retrieved from https://www.khanacademy.org
  • OER Commons. (2023). Open Educational Resources. Retrieved from https://www.oercommons.org
  • MERLOT. (2023). Multimedia Educational Resource for Learning and Online Teaching. Retrieved from https://www.merlot.org/merlot
  • OpenStax. (2023). Free and Open Textbooks for Learning. Retrieved from https://openstax.org


Last modified: Monday, 13 October 2025, 8:39 AM