Blended Learning and the Flipped Classroom

Last Updated: March 13th, 2018

Tool Types:


What is Blended Learning?

In their Blended Learning infographic, Knewton defines blended learning as any situation in which “…a student learns, at least in part, at a brick-and-mortar facility and through online delivery with student control over time, place, path, or pace.”

With the advent of content management systems (CMS) like Sakai and Canvas, blended learning has become standard at many universities across disciplines. For example, many courses at UF have course sites that students must visit to retrieve important course information or assignments, or to collaborate through participation in discussions and other online tools.

If you’d like to create a site for a course you are teaching at UF, you can request a development shell through e-Learning Support Services, or you can make a request for help with development by filling out the Contact Us Form.

The Flipped Classroom

One implementation of blended learning is the use of the flipped classroom. In a traditional learning environment, students attend a lecture and then do assignments on their own. The idea behind the flipped classroom is to have students do passive learning activities (like watching a recorded lecture) at home, reserving classroom time for active learning. This allows students to apply new knowledge while in the presence of an instructor, and gives them the opportunity to collaborate with their peers. This model increases student-instructor and student-student engagement.

In many flipped classrooms, video or audio lectures are delivered through an online CMS, and students are expected to watch the lectures before they meet in their face-to-face class. The face-to-face class time can then be repurposed as an opportunity for in-class projects and assignments, for group discussions, guest lecturers, question and answer sessions, and so on. In some cases, a flipped classroom may meet in a computer lab, or may require that students bring a mobile device to participate in activities in the classroom.

The University of Texas at Austin’s Center for Teaching and Learning has created a short video answering the question: What is the Flipped Classroom? The page also includes a comparison of the differences between a traditional lecture classroom and the flipped classroom, as well as some additional resources.

Flipped classrooms are currently being used at many universities, and in many cases both instructors and students are reporting that they have benefitted from the flipped environment.

Additional Resources

University of Florida Resources

  • Several active learning spaces are available for reservation through AT Labs. You can review the spaces available on the AT Labs Classrooms page, and to reserve, contact Adam Brown ( If would like to record lectures for a flipped classroom, you may contact the CITT Video Studios to learn about recording options.
  • The College of Agricultural and Life Sciences offered a session on the flipped classroom in their 2013 CALS Teaching Mini Symposium. The handout from this presentation is available as a PDF for download.
  • The Center for Teaching, Learning & Assessment in the Warrington College of Business Administration offers a site focused on Active Learning, which includes information about the flipped classroom.

Non-UF Resources

What kinds of courses are being Flipped?

Here at UF:

  • ISOM Lecturer receives 2013 Judy Fisher Award for ISM 3013 Introduction to Information Systems – Dr. Aditi Mukherjee, ISOM, Warrington College of Business Administration
  • ANS 3216 Introduction to Equine Science – Dr. Chris J. Mortensen, College of Agricultural and Life Sciences

Other Universities:

Supporting Research

(2012). “San Jose State U. Says Replacing Live Lectures with Videos Increased Test Scores,” Wired Campus blog, The Chronicle of Education, October 17, 2012

Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012

Crouch, C.H. & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics 69: 970-977

DesLauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science 332, 862-864

Fitzpatrick, M. (2012). Classroom lectures go digital. The New York Times, June 24, 2012

Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74

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: 30-43

Mazur, E. (2009). Farewell, Lecture? Science 323: 50-51

Accessibility Statement

Keep accessibility in mind as you develop course content and build assignments and assessments. Many online tools are not fully accessible, so it’s important to think about how you will make the assignment accessible if requested. The Disability Resource Center and the UF Accessibility page will guide you in making appropriate accommodations. You can also find out more about accessibility at our toolbox page on Accessibility in the Online Classroom.

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