Tips for embedding flipped learning at an institutional level

Flipped learning transforms traditional teaching by moving content delivery outside the classroom, giving students the freedom to learn at their own pace. Educators can devote classroom time to collaborative problem-solving, discussions, hands-on projects and peer-to-peer learning, enabling students to more actively engage with learning material and deepen their understanding through interaction and application.

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While the benefits of flipped learning are well documented, scaling this approach across an entire institution is a complex endeavour. To integrate flipped learning into our university culture, we aim to create co-learning opportunities, foster a collaborative community and provide leadership and seed funding to support this initiative.

Cracking the code

Our four-part strategy to scale flipped learning across the institution focuses on understanding the challenges involved, empowering educators, creating a strong network for peer learning and embedding innovation into institutional culture.

1. Understanding the roadblocks: why scaling isn’t easy

Our teachers reflect on some key challenges they have encountered.

Teachers feeling the burn

Flipping a classroom takes effort. Teachers often struggle with the workload of preparing pre-class materials – such as videos, readings or interactive exercises – and then designing engaging in-class activities. Without adequate training or recognition, many educators hesitate, concerned it is “too much work” without clear reward.

Students stuck in old habits

Students accustomed to passive lecture-based learning often resist the active, self-directed nature of flipped learning. Some see it as extra work, while others lack the time management skills needed to complete the pre-lesson work by the deadline. For struggling students, the absence of clear guidance can feel overwhelming without proper scaffolding.

One size does not fit all

Flipped learning offers great potential, but its implementation can be challenging owing to educators’ varying interpretations. Adapting this approach to different disciplines is essential, as they each have specific needs. While a unified institutional framework can provide a robust foundation for flipped learning, it is important to maintain flexibility at the course level to address students’ diverse needs. Adaptability allows educators to tailor their approaches to offer students an engaging learning experience.

2. Building consensus for sustainability

Scaling flipped learning requires an institution to overcome misunderstandings and resistance. We addressed this challenge by working through the Steering Group for Flipped Learning Innovation to develop a definition of flipped learning, and collaborated with all departments to arrive at a shared understanding of its basic elements. Addressing any uncertainty collaboratively helps to reduce misunderstandings and ensure a consistent approach across the institution.

3. Power to the teacher

Teachers are the cornerstone of flipped learning. We try to ensure they feel confident and supported, by providing:

• Training that sticks: New colleagues explore flipped learning in our one-week programme for new teachers, while experienced educators attend workshops and online courses that fit into their schedules. These sessions blend theory with hands-on practice, helping teachers experiment and develop their confidence.
• Tools of the trade: From AI-powered video creation tools to immersive technologies like the metaverse, educators gain access to resources that save time and enhance student engagement.
• Practical support: Monthly newsletters, case studies and a dedicated website provide discipline-specific strategies, helping teachers overcome subject-specific challenges. For example, the pre-lesson learning part for English reading classes often includes assigned reading tasks that may not have difficulty with engaging students. To address this, one of our case studies describes how some other teachers used an online tool to transform the reading task into a collaborative learning activity that markedly boosted student motivation and participation. 

With these initiatives, teachers are more willing to give flipped learning a try.

4. Learn, share, repeat

Collaboration is the heartbeat of innovation. To allow educators to share ideas and learn from one another, we built customised platforms. They featured:

• Local brainstorming: Teachers from different disciplines come together to explore teaching methods, sharing practical solutions to challenges like motivating students and managing workloads. These sessions are tailored to reflect local student needs and culture.
• Global inspiration: Educators engage with international experts who share best practices, encouraging discussions that spark new ideas for adapting flipped learning to diverse contexts.

These collaborative platforms foster a sense of community, encouraging mentorship and the exchange of ideas that helps flipped learning evolve.

5. Innovation as a team sport

Institutional change does not happen in silos. This is how we’ve embedded flipped learning into our institutional culture:

• Aligning leadership: A steering group, comprising the director of our educational development centre, teacher leaders at faculty and departmental levels and frontline educators, helps to ensure that flipped learning aligns with institutional goals, while understanding different disciplinary challenges and needs.
• Funding creativity: Through the Flipped Learning Signature Showcases initiative, we provide funding for more than 60 innovative projects proposed by teachers from across the university community. This signals our commitment to teaching excellence and encouraging wider participation.

By positioning flipped learning as a shared priority, we create a culture where educators feel motivated to innovate and experiment.

Lessons we have learned

Our experience with flipped learning offers valuable takeaways for institutions aiming to scale this approach:

1. Balance the bottom-up and top-down: Institutional leadership actions need to be aligned with grassroots efforts, to ensure both teacher engagement and organisational support.
2. Build a network of innovators: A collaborative community where educators exchange ideas, successes and challenges will sustain momentum and inspire creativity.
3. Celebrate every win: Recognising milestones, whether big or small, motivates teachers and reinforces the value of flipped learning.
4. Adapt for impact: Tailoring flipped learning strategies to specific disciplines and student needs maximises effectiveness and relevance.

Implementing flipped learning institution-wide is no small feat, but with the right strategies, it can transform education for both teachers and students. Why not give it a try?

Julia Chen is director of the Educational Development Centre, Wong Chi-ming is associate professor in the department of health technology and informatics, and Laura Zhou is senior educational development manager (senior digital learning specialist); all at The Hong Kong Polytechnic University.

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