Flipped Classroom

The Flipped Classroom is a teaching method that combines synchronous and asynchronous learning. In this model, students engage with core content before class, usually through short recordings, articles or other materials shared via the LMS. This allows them to prepare for class at their own pace. Class time with the teacher is then used for active learning, including discussion, problem analysis and the practical application of knowledge. Students may work in teams on case studies, problem-solving tasks or moderated discussions that deepen their understanding of the topics covered. In practice, the Flipped Classroom can take different forms, depending on the aims of the class and the group’s level. In the simplest version, students watch a short recording or read a text before class. The session then begins with a few questions designed to check under- standing, followed by work on a task or case study.

For university teachers, this approach can significantly increase student engagement and transform teaching from content delivery to facilitating higher-order thinking. Before class, students may also complete a short quiz, prepare initial analyses or formulate possible solutions, which are then developed and reviewed during the session. In the project-based variant, the introductory materials serve only as a starting point, while the main emphasis is placed on teamwork, iterative improvement of solutions and presentation of outcomes.

The Flipped Classroom works particularly well when the introductory materials are focused and clearly linked to in-class activities. Clear communication expectations are also important, as is coherence between what students do before class and what happens during the session.

Course: Economic Ethics
Topic: Ethical Dilemmas in the Global Supply Chain
Students analyse a real-life example of a clothing company that has moved production to countries with low labour costs. The aim is to show that business decisions have economic, social and ethical consequences.

Pre-Class Preparation (10–30 min)
Students watch a short video (10–12 min) introducing concepts such as corporate social responsibility (CSR), stakeholder theory and the ethical aspects of global supply chains. They also receive a short case description of a company criticised for working conditions in subcontractors’ factories. The materials are made available in the LMS, together with two reflective questions.

Warm-Up (5–15 min)
At the beginning of the class, the lecturer asks an opening question: Should a company be responsible for working conditions at its suppliers’ factories? Students briefly share their initial responses. The aim is to activate prior knowledge acquired before class.

Problem Analysis (20–30 min)
Students analyse the case in small groups and identify the main decision-making dilemmas. They answer questions about who the key stakeholders are in this situation and what the possible consequences of different company decisions might be.

Discussion and Interpretation (15–30 min)
Groups present their conclusions. The lecturer moderates the discussion, drawing attention to different perspectives: economic, social and ethical. Students compare their arguments and try to identify the most responsible solution.

Summary and Reflection (5–15 min)
The lecturer emphasises that the theoretical knowledge developed before class made it possible to use class time to analyse a real-world problem. At the end, students answer a reflective question.

• When core content can be delivered in a format, such as a video, text or podcast, and class time can be used for analysis, discussion and a deep-dive.
• When the aim of the class is to apply knowledge, for example through case study analysis, problem-solving, data interpretation or solution design.
• When students already have enough subject knowledge to participate actively in class.
• When the teacher wants to shift the focus from knowledge transmission to analytical
  thinking and discussion.

• When the introductory material is too long or too difficult, leading to cognitive overload.
• When the class requires the gradual introduction of highly complex concepts that are difficult to master independently without teacher support.

• Synchronous classes are effective only if students have prepared in advance during the asynchronous phase, so the method requires a high level of independence → reminders about deadlines and teacher availability for questions may be helpful.
• Differences in students’ prior knowledge may pose a challenge → this can be reduced by providing additional supplementary materials for those who need to revise or explore the content in greater depth.

Easier → Instead of treating the whole semester as a Flipped Classroom, first try out the method with selected topics.
More Challenging → Conceptualising the whole semester course as a full Flipped Classroom.

• Preparatory materials for the asynchronous phase should be concise and focused.
• It is useful to provide guiding questions for the asynchronous phase.
• It is worth ensuring that participants are accountable for pre-class tasks, for example through quizzes.

Formative Assessment

Observe how students analyse the problem, formulate arguments and interpret the results of their work. Pay attention not only to the correctness of their answers, but also to their reasoning and collaboration within the group. Short end-of-class activities, such as a reflective question, reports or a brief recommendation for solving the problem, may also be helpful.

Summative Assessment
It may take the form of an individual or team task, such as a mini-report or case study analysis. Students receive a specific problem or dataset and, within a limited time, prepare an interpretation and a justified recommendation.The assessment process can also lead to a traditional scenario, such as a written exam.