Flipped Classroom: Thoughts and Considerations: Antonia Brasher

Throughout my education, I’ve experienced two flipped classrooms—both in science courses. In CHEM 1 and Introduction to Microbiology, lectures were moved outside of class through videos and readings, while class time focused on problem-solving and discussion. Although the structure was similar, the execution differed significantly.

In microbiology, we watched one or two short videos before class and completed guided questions. Class time was highly structured, with collaborative work that built toward increasingly complex applications. This format was effective, and I felt I learned a great deal.

In contrast, the chemistry course was frustrating. Assigned lectures were outdated Zoom recordings, and we were expected to jump between timestamps to find relevant segments. Class time lacked structure, often reduced to the professor asking for questions without clear direction. As a result, the learning experience felt far less effective.

Overall, flipped classrooms can be powerful when implemented well. Moving lectures outside of class frees up time for deeper engagement, collaboration, and individualized support. It shifts class time away from passive listening toward active learning.

However, structure is essential. Students benefit from predictable routines and clear expectations. In a successful flipped classroom, class time should be intentionally designed: collaborative, guided, and focused on meaningful, challenging work. If students are working alongside peers and instructors, the tasks should reflect that opportunity for deeper thinking.

As an ELA teacher, I see strong potential for this model. Foundational work—such as reading texts, learning literary devices, or defining key terms—can happen outside of class. Class time can then be used for discussion, analysis, and application. Rather than listening to a lecture on ethos, pathos, and logos, students could actively construct arguments using those concepts. Instead of reading in class, they could arrive prepared to engage in richer conversations.

In many ways, humanities classrooms have long reflected elements of the flipped model: students read at home and analyze together, draft independently and revise collaboratively. The flipped classroom simply formalizes this approach, allowing us to focus more intentionally on the interactive, human side of learning—which has always been at the heart of the humanities.