Understanding Flipped Learning — From Classroom to Framework
Understanding Flipped Learning — From Classroom to Framework
Flipped Learning has become increasingly popular in the educational landscape, offering an innovative approach that transforms learners into self-directed, responsible individuals. It provides a promising alternative to traditional teaching models, enhancing engagement and learning success.
This article offers an overview of the development of Flipped Learning, clarifies the distinctions between the Flipped Classroom, Flipped Learning, and the Flipped Learning 3.0 Framework, and critically addresses common misconceptions surrounding these terms.
The Evolution of Flipped Learning
The idea of “flipping” education originated in the school sector in the United States, pioneered by teachers Jonathan Bergmann and Aaron Sams. Their initial aim was to free up class time for more practical application and deeper engagement, particularly in chemistry lessons. Over time, their approach evolved into three distinct phases:
Phase 1: The Flipped Classroom (2007–2012)
The journey began in 2007 with the Flipped Classroom model. In this setup, students acquired new content outside the classroom—mainly through teacher-created videos. This pre-class preparation allowed them to learn at their own pace. Class time was then used to apply knowledge through discussions, experiments, and problem-solving rather than passively listening to lectures.
This first phase focused primarily on shifting content delivery but did not yet establish a broader pedagogical model (Bergmann & Sams, 2012).
Phase 2: Flipped Learning (2013–2018)
The second phase saw the method evolve into what is widely known as Flipped Learning. This stage expanded beyond videos to include various digital tools—such as e-learning platforms, simulations, and even virtual reality.
The central principle remained: learners engage with content at their own pace and in their preferred style before class. However, in-class sessions shifted to personalised support and collaborative, higher-order learning tasks. This phase marked Flipped Learning as a pedagogical philosophy, moving beyond merely flipping content delivery (21K School, 2024).
Phase 3: Flipped Learning 3.0 (2017–Present)
The latest and ongoing phase, Flipped Learning 3.0, was introduced at a 2017 conference in Istanbul by Bergmann and Smith. It represents a major leap from a pedagogical idea to a comprehensive framework.
This picture shows Jon Bergmann (left) and Errol St.Claire Smith (third from left) with the team of the EBI during a joint dinner (following a private invitation of P. Mazohl).
A framework provides structured guidelines, principles, and tools that help educators design and organise learning processes in a targeted and consistent way. Flipped Learning 3.0 integrates 12 global sectors that address professional learning, technology use, assessment, community building, and more. It is applicable across pedagogical (school-based) and andragogical (adult education) settings.
While the principle of preparing at home and engaging actively in class remains, FL3 offers educators a rich array of multimedia resources, interactive tools, and flexible models. Research confirms that technology-supported active learning—at the heart of FL3—is one of the most efficient and engaging instructional methods (Frontiers in Education, 2025).
Comparison of Approaches
| Aspect | Flipped Classroom (2007–2012) | Flipped Learning (2013–2018) | Flipped Learning 3.0 (2017–Present) |
|---|---|---|---|
| Definition | Video at home, practice in class | Pedagogical philosophy using multiple media | Comprehensive framework with structured sectors and principles |
| Scope | Classroom-level method | Broader teaching approach | Full instructional design system for all education levels |
| Guidance Tools | Loose recommendations | FLIP pillars, digital tools | 12 global sectors, training, certification, global practices |
| Media Use | Teacher videos | Platforms, simulations, VR | Rich multimedia and interactive design |
| Learner Role | Passive at home, active in class | Greater autonomy, personalised pacing | Full learner autonomy; strong focus on students (school Education, Higher Education) |
| Educator Role | Lecture recorder → coach | Facilitator of more profound learning | Professional designer and learning architect |
Critical Perspective: Misuse of Terms
Despite the clear distinctions, many educators confuse these terms. Some label any class using videos as “Flipped Learning,” even when classroom practices remain unchanged. Others refer to Flipped Learning 3.0 as merely an upgraded Flipped Classroom, overlooking its role as a holistic, global framework. This misunderstanding can lead to poor implementation, where the transformational potential of FL3 is lost. To avoid this, educators must clearly differentiate:
- Flipped Classroom is a method (content delivery shift).
- Flipped Learning is a pedagogical philosophy (learner-centred).
- Flipped Learning 3.0 is a framework (structured, scalable, and technology-integrated).
Clarity in terminology ensures better adoption and impact.
Further information
This article is part one of a longer series exploring the evolution and application of Flipped Learning.
A concise summary of the key ideas is presented in the book Flipped Learning 3.0 Manifest, which explains the framework in a simple and accessible way.
Additionally, a short overview of the Flipped Learning 3.0 Framework is available through the DigiComPass Erasmus+ Project (2022-1-CY01-KA220-ADU-000085965) and can be accessed here: https://www.digicompass.eu/en/results/flipped-learning-3-0-framework
About the Author
Mag. rer. nat. Peter Mazohl is an Austrian educator and researcher specialising in digital learning. With master’s degrees in physics and mathematics, he has over 40 years of teaching experience in secondary, vocational, and higher education. He is the founder and President of the European Initiative for Education (EBI/EIE). His work focuses on innovative teaching methods such as active learning, the Flipped Learning 3.0 Framework, and blended learning. Besides this, he is working as a professional photographer.
Contact: peter.mazohl[at]advanced-training.at
