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The flipped classroom: what it is, how to run it, and what the research says

Students meet new material before class, usually through a short video or reading, and class time is used for practice, problem solving and help from the teacher.

Evidence MixedArea How students learn and remember3 sources, about 7 minutes to readChecked October 2026

What the research says

  1. Strong
  2. Promising
  3. Mixed
  4. Thin
  5. Contradicted

Mixed. A meta-analysis of 114 studies in secondary schools and colleges found a small positive effect on learning on average, with large differences between studies, and better results when class time wasn't cut and quizzes were added. But a randomized trial at a US military academy found short-term gains in math only, none in economics, no lasting effect, and a wider gap between higher- and lower-achieving students. In K–12, a review found effects neutral to positive. The meta-analysis covered secondary and college classes only, so there's little to go on for elementary grades.

Rated Mixed. One synthesis supports it. One rigorous study found it works only in some forms or for some students. One review or weaker study adds context but doesn't move the rating. How we rate the evidence

Checked against each source in October 2026.

The studies behind this rating

  1. van Alten et al. (2019)Meta-analysisSupports

    Flipping the classroom had a small positive effect on learning outcomes and no effect on students' satisfaction, with large differences between studies. Flipped classes did better when face-to-face class time wasn't cut, and when quizzes were added.

    Sample 114 studies comparing flipped and non-flipped classes in secondary and postsecondary educationWho School and collegeRead it at the source (opens in a new tab)
  2. Setren et al. (2021)Randomized trial in schoolsMixed

    A flipped classroom produced short-term gains in math and no effect in economics. Gains went mainly to higher-achieving students, widening the achievement gap, and there were no long-term average effects on learning, though the wider gap persisted. The authors advise caution.

    Sample Students at the US Military Academy at West PointWho College studentsRead it at the source (opens in a new tab)
  3. Lo & Hew (2017)Review (adds context, doesn't move the rating)Mixed

    In K–12 studies, flipping had a neutral or positive effect on achievement compared with traditional classes, and students' attitudes were mixed. The review sorts the challenges of flipping into student, teacher and practical ones and proposes ten guidelines for addressing them.

    Sample 15 journal articles on K–12 flipped classroomsWho School-age childrenRead it at the source (opens in a new tab)

What it is

In a traditional class, new material is taught in class and practiced at home. A flipped classroom swaps them: students watch a short video or read before class, and class time goes to the work that's hardest to do alone, such as practice problems, discussion, labs and projects, with the teacher there to help.

Common versions:

  • Full flip: every new topic is introduced by a video or reading at home.
  • Partial flip: only some lessons are flipped, usually ones with a clear explanation that's easy to put on video.
  • In-class flip: students watch the video in class, in stations or on devices, so nobody depends on home internet or time.
  • Flip with a check: a short quiz at the start of class on the pre-class material, so students and teacher know who's ready.

The idea is older than the name. Assigning a chapter to read before a discussion is a flip. What's new is that video makes it easy to send an explanation home, and that class time can then become mostly practice and feedback.

Why it works

The argument for flipping is about what class time is for. Listening to an explanation doesn't need a teacher in the room; getting stuck on a problem does. Moving the explanation out of class frees time for guided practice, questions and feedback, where a teacher adds the most. Students can also pause and rewatch a video in a way they can't pause a live explanation.

David van Alten and colleagues' 2019 meta-analysis pooled 114 studies comparing flipped and non-flipped classes in secondary and postsecondary education. Flipping had a small positive effect on learning outcomes, and no effect on students' satisfaction with the class. Results varied a great deal between studies, and two features stood out: flipped classes did better when face-to-face time wasn't reduced, and when quizzes were added.

The most rigorous single test is a randomized trial reported by Elizabeth Setren and colleagues at the US Military Academy at West Point. The flipped classroom produced short-term gains in math and no effect in economics. The gains went mainly to higher-achieving students, widening the achievement gap, and there were no long-term average effects on learning, though the wider gap persisted. The authors advise caution.

For K–12, Chung Kwan Lo and Khe Foon Hew reviewed 15 studies and found flipped classes had neutral or positive effects on achievement compared with traditional classes, with mixed student attitudes. They sorted the challenges into student, teacher and practical ones and proposed ten guidelines.

What seems to matter The likeliest benefit of flipping comes from what you do with the class time it frees: more practice with feedback and more quizzing. If class time stays the same as before, the flip has added homework without changing much.

How to start, by grade

Grades 6–8

  1. Start with a partial flip: one lesson a week with a clear explanation that works on video.
  2. Keep videos short (a few minutes) and give students a simple task while watching, such as three notes or two questions.
  3. Open class with a short quiz on the video, so you know who's ready and who needs the explanation again.
  4. Run an in-class option for students who couldn't watch at home: a station with the video at the start of class.
  5. Use the freed time for guided practice in small groups, with you circulating.

Grades 9–12

  1. Flip lessons where students most need help during practice, such as multi-step problems or writing.
  2. Keep the full class period; don't shorten face-to-face time because students watched a video.
  3. Add low-stakes quizzes on the pre-class material; the meta-analysis found flipped classes did better with quizzes.
  4. Watch who benefits: check whether lower-achieving students are keeping up with pre-class work, and give them time and support in class.
  5. Reuse and improve videos year to year rather than recording new ones every week.

Grades 3–5

  1. If you try it, use in-class flips only: students watch a short explanation at a station during class.
  2. Keep the teacher's live explanation for new and difficult ideas; younger students need more guidance.
  3. Use the station rotation to give you time with small groups, rather than to replace your teaching.

Examples

  • Math flip with a quizGrades 7–12

    Tonight's five-minute video shows how to solve two-step equations, with students copying two worked examples. Class opens with a three-question quiz. Students who got all three go straight to practice; the rest join the teacher for a ten-minute reteach at the board, then join the practice. The teacher spends the rest of the period circulating.

  • In-class flip with stationsGrades 4–8

    Three stations rotate every fifteen minutes: watch the explanation video with headphones and take notes; practice problems from yesterday's lesson; a small group with the teacher. Nobody needs home internet, and the teacher gets small-group time every day.

  • Science lab prepGrades 6–12

    Before a lab, students watch a short video of the setup and safety steps and answer two questions. Class time goes to running the lab and analyzing results instead of hearing instructions, and the teacher checks the answers at the door.

  • Writing workshop flipGrades 8–12

    A short video models how to write a counterargument paragraph, with the teacher thinking aloud. In class, students draft their own while the teacher confers with individual writers and pulls a small group who need another model.

Common mistakes

Cutting class time.
van Alten and colleagues found flipped classes did better when face-to-face time wasn't reduced. The flip should change how class time is used, not shrink it.
No check on the pre-class work.
Without a quick quiz, you don't know who watched or understood. Quizzes were linked with better results in the meta-analysis, and they tell you who needs the explanation again.
Assuming every student can watch at home.
Home internet, devices, time and quiet vary. Offer in-class viewing, downloadable videos or printed notes, so the flip doesn't penalize students for their home circumstances.
Long videos.
A recorded thirty-minute lecture is still a lecture. Keep videos short and focused, with a task to do while watching.
Ignoring who's falling behind.
The West Point trial found gains went mainly to higher achievers and widened the gap. Track whether lower-achieving students keep up, and spend class time with them.

Time and cost

Time: making good videos takes hours at first; reusing them over years spreads the cost. Using existing videos saves time but may not match your teaching.

Money: low if you already have devices; a microphone helps. Students need a way to watch, at home or in class.

Training: moderate. The harder skill isn't recording videos; it's planning class time that makes good use of the minutes freed.

Debates and open questions

Is it the flip, or the extra practice? The meta-analysis found flipped classes did better with quizzes added and class time kept. That suggests some of the benefit comes from more retrieval practice and guided practice, which can happen without flipping.

Equity. The West Point trial found flipping widened the achievement gap, with gains going mainly to higher achievers. Students who struggle may be the least likely to manage pre-class work alone. That's a strong reason to keep support in class and to check who's keeping up.

Younger students. The meta-analysis on this card covered secondary and college classes only, and the trial was with college students, so we have little to go on for elementary grades, where students need more live guidance and more help managing their own learning.

Satisfaction. Advocates often say students prefer flipped classes. The meta-analysis found no effect on satisfaction with the learning environment, and the K–12 review found mixed attitudes.

Tools that do it

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Questions teachers ask

Does the flipped classroom work?
On average, a little. A meta-analysis of 114 studies found a small positive effect on learning in secondary and college classes, with big differences between studies. A randomized trial found short-term gains in one subject, none in another, and a wider achievement gap. Hence Mixed.
Is it good for elementary school?
The studies on this card don't cover elementary grades, so there's little to go on. If you try it, use in-class flips at a station rather than homework videos, and keep live teaching for new ideas.
What if students don't watch the videos?
Plan for it: a short quiz at the start of class shows who watched, and an in-class viewing station lets those students catch up. Keep videos short and give a task to complete while watching.
How long should flipped videos be?
Short: a few minutes per idea. A long recorded lecture keeps the problems of a lecture and adds the problem of watching alone.
Does flipping widen achievement gaps?
In the West Point trial it did: gains went mainly to higher achievers and the gap grew and persisted. Watch for it, and use class time to support students who struggle with pre-class work.

Cite this card

Peabody Teach. (2026, October 29). The flipped classroom: what it is, how to run it, and what the research says. https://teach.peabody.kids/library/practices/flipped-classroom

Written for teachers by Peabody Teach from the sources listed above, which we read on the publisher's or clearinghouse's own page. We summarize and link; we don't copy. No ads, no affiliate links. Something wrong or out of date? Tell us.