Foundational courses play a pivotal role in students’ academic journeys, introducing essential concepts and skills that support success in advanced coursework while also shaping students’ confidence, sense of belonging, and identity within a discipline. At the same time, these courses often serve large numbers of students, creating challenges for providing the kind of personalized, engaging learning experiences that help students thrive. 

To address these challenges and boost student success, UNT is supporting the incorporation of flipped hybrid teaching approaches in foundational courses. This initiative is grounded in a simple but powerful idea: students learn best when they have opportunities not only to encounter new information, but also to actively apply, discuss, question, and practice what they are learning with others.

The LEEF team is here to support anyone interested in learning more about flipped and hybrid teaching at UNT. Whether you are a faculty member exploring new instructional approaches, an administrator interested in improving student success, or a student curious about what to expect in a flipped course, on this page you will find resources, examples, research, and practical guidance to help you understand and engage with this exciting initiative.

Resources

What is a flipped classroom?

In a flipped classroom, students engage with new content before class through activities such as short videos, readings, podcasts, simulations, or guided learning modules. In-person/synchronous class time is then dedicated to active learning experiences that help students deepen their understanding through problem-solving, discussion, collaboration, application, and feedback. Rather than using class meetings primarily for content delivery through lecture, which fosters passive engagement, the flipped model creates more opportunities for meaningful interaction and higher-order learning. This teaching approach may not be vastly different to what many faculty are already doing in their classes.

The flipped courses in this UNT initiative will also utilize a hybrid modality, which combines online and in-person learning experiences. In these courses, online materials provide flexible access to foundational content, while in-person sessions focus on active engagement and skill development. Depending on the discipline, these in-person experiences may take the form of recitations, discussion sections, laboratories, studios, workshops, or other learning environments designed to help students put ideas into practice.  

FAQs

What are the benefits of flipped classrooms?

The goal is not simply to move lectures online. Effective flipped learning is intentionally designed to make the most of both online and face-to-face learning. Students gain greater flexibility in how they engage with course content, while instructors can use class time to address misconceptions, provide targeted support, and guide students through meaningful learning experiences. These smaller, interactive learning communities also help foster connection, belonging, communication skills, teamwork, and a stronger sense of purpose. 

When thoughtfully designed and implemented, the flipped classroom model can benefit students, instructors, departments, and the university as a whole by: 

  • Increasing student engagement and participation
  • Supporting deeper learning and the development of critical thinking and problem-solving skills
  • Providing flexible access to course content that students can review at their own pace
  • Providing new UNT students with a “small class experience”  
  • Encouraging students to take an active role in their learning and preparation
  • Creating more opportunities for feedback, mentoring, and meaningful instructor-student interaction
  • Helping instructors identify and address learning challenges in real time
  • Promoting consistency across course sections while maintaining instructional creativity
  • Supporting collaborative course design and teaching teams, including faculty, graduate students, and instructional staff
  • Creating opportunities to explore, implement, and study evidence-based teaching practices
  • Elevating the importance of teaching excellence and student-centered learning
What does it actually mean to “flip” a course?
In a flipped course, students engage with foundational course content prior to and outside of class so that class time can be used for practice, application, problem-solving, discussion, and feedback. Smaller class sections feature learning activities that allow students to tackle the difficult work of learning with instructors and peers present to provide support and real-time feedback. The goal is not simply to move lectures online. It is to make more purposeful use of your time together.
But I already use class time for practice, application, discussion, and feedback. Is that different than a “flipped” class?
The short answer: not really! This practice is not necessarily brand new for instructors, but it will be for many. The flipped classroom model is simply one mechanism for emphasizing practice and experiential learning.
Does “flipped” simply mean “hybrid"?
Flipped and hybrid are two distinct terms. “Hybrid” refers to a modality in which more than 51% of the class time happens online; “flipped” refers to a specific teaching strategy in which new course content is introduced outside of the classroom, typically as pre-work before class meetings, during which students engage with the instructor and peers to apply and practice with that new knowledge.
What evidence supports using a flipped classroom model?
A wealth of research supports flipped learning as an effective approach, particularly when the additional class time is used for active learning, practice, collaboration, and instructor feedback. A large meta-analysis of 317 higher-education studies found that flipped courses produced positive gains compared with lecture-based instruction across academic, interpersonal, and student-satisfaction outcomes, although results varied by discipline and course design. Other meta-analyses have likewise found positive effects on cognitive, affective, and interpersonal outcomes and, in many contexts, improved academic performance.
 
The evidence also suggests that simply moving lectures outside of class is not enough. The greatest value of flipping comes from redesigning class time so students actively apply what they are learning with support from instructors and peers. Results vary depending on how the course is designed and implemented, so instructors should view flipping as a flexible instructional strategy rather than a guarantee of improved learning.
Do I have to flip the entire course?
No, not if you just want to try out the model. You can start small by flipping a single lesson, unit, or type of activity. Look for places where students would benefit from having more time to practice with your guidance, and begin there. A partially flipped approach can be just as intentional as redesigning an entire course.
How do I decide what students should do before class versus during class?

Consider what students can reasonably do independently and where they are most likely to benefit from your guidance and interaction with peers. Foundational tasks such as gaining background knowledge or reviewing key concepts often work well before class. Save class time for work that benefits from practice, feedback, collaboration, decision-making, and help when students get stuck. 
 
Pre-class work can take many forms. Students might watch a short video, complete a reading, examine an example, listen to a podcast, work through practice problems, respond to questions, or complete a brief self-check. The best choice depends on what students need to know or be able to do to participate successfully in class.

Keep pre-class work focused, purposeful, and clearly connected to what happens next. Rather than asking, “What content can I move out of class?” ask, “What preparation will enable students to do more meaningful work when we are together?”

How do I determine workload? How much pre-class work is reasonable?

Pre-class work should be focused and manageable and should fit within the overall workload you expect from students. Think of it as redistributing existing course work rather than simply adding more. Ask yourself: What preparation do students truly need in order to participate successfully in the next class? Then assign only what serves that purpose.

If you need help determining overall workload for your flipped hybrid class, here are some resources that might be helpful: 

  • The Carnegie Unit traditionally calls for a 3-to-1 ratio as its standard for college courses: 3 hours of total work per credit hour = 9 to 12 hours per week (i.e. 3 hours of classroom instruction + 6 – 9 hours of work outside of class).  Following this formula, a flipped hybrid course with a 50-minute recitation/live class once a week would equal approximately one hour of direct classroom instruction + 9 – 11 hours of work outside of class per week.  
     
  • The U.S. Department of Education’s general rule uses the following formula for a traditional course: 1 credit hour (50-60 minutes) = 15 hours of direct instruction + 30 hours of out-of-class work. Under these guidelines, a flipped hybrid course with one 50-minute recitation per week would be approximately 15 hours of direct classroom instruction plus 120 hours of work outside of class per semester (or more simply, 1 hour of class time + 8 hours of out-of-class work per week).  
     
  • Want more help estimating the amount of work you are requiring of students? Try this course workload estimator from Wake Forest University.
What if students don’t complete the pre-class work?

Build in lightweight accountability and make the connection between preparation and class activities clear. A short quiz, reflection, practice problem, or response can encourage preparation without creating a large grading burden. When possible, design class activities so students who prepared see the value of that preparation while students who did not can still participate without derailing the class. 

What should I do with class time instead of lecturing?

Use class time for the kinds of thinking students often find hardest to do on their own. Students might solve problems, analyze cases, evaluate examples, compare approaches, create or revise work, practice skills, discuss competing interpretations, or give and receive feedback. Brief explanations or mini-lectures can still have a place, especially when they respond to difficulties you observe. 

Do I need to create videos?

No. Pre-class learning can involve readings, existing videos, podcasts, demonstrations, worked examples, simulations, interactive materials, or other resources. If you do create videos, keep them focused on what students need to accomplish. Flipping is a course-design strategy, not a video-production strategy or synonym for hybrid teaching. 

What if students feel like they are “teaching themselves”?

Explain the purpose and structure of the flipped approach early and often. Make explicit how pre-class preparation connects to what happens in class and how class activities help students develop skills they could not gain simply by watching a lecture. In class, your role becomes especially visible as you observe, question, clarify, coach, and provide feedback while students work. 

How can I redesign my course without overwhelming myself?

If you want to try out aspects of the flipped model on your own before signing up for the UNT initiative, start with one manageable piece. Identify a lesson or topic where students typically struggle or where you wish you had more time for practice. Move only the essential preparation outside of class, then design one meaningful activity that allows students to apply that preparation with your support. You can refine and expand the approach in later semesters. And remember – the LEEF team is here to support you!

Can flipped learning work in disciplines that are lecture-, lab-, studio-, or discussion-based?

Yes. Flipped learning is flexible and can absolutely be adapted to many disciplines and course formats. The key is to consider what students can productively do on their own before class and what they will benefit most from doing with you and their peers. 

For example, students might prepare for a lecture-based course by learning foundational concepts so class time can focus on application and problem-solving. Before a lab, they might review procedures or safety information, leaving more time for experimentation and analysis. In a studio course, students might examine examples or techniques before class and use class time to create, practice, and receive feedback. In a discussion-based course, students might engage with readings or other materials beforehand so class time can focus on interpretation, debate, and deeper exploration.

The specific activities may look different across disciplines, but the underlying principle is the same: use individual preparation to make more room for meaningful, supported learning during your time together. 

Videos and articles

More Videos button graphic

UNT history department serves as model for flipped classroom development
UNT’s Department of History is embracing the flipped classroom model, increasing student engagement and promoting active learning. The unit collaborated on U.S. history survey courses, featuring both asynchronous and in-person learning.
Questions?