© 2017

The Flipped Classroom

Practice and Practices in Higher Education

  • Carl Reidsema
  • Lydia Kavanagh
  • Roger Hadgraft
  • Neville Smith


  • Offers a comprehensive and practical framework for flipped classroom design

  • Presents a collection of diverse case studies

  • Includes an overview of the educational literature related to the flipped classroom


Table of contents

  1. Front Matter
    Pages i-xxi
  2. Practice

    1. Front Matter
      Pages 1-1
    2. Carl Reidsema, Roger Hadgraft, Lydia Kavanagh
      Pages 3-14
    3. Lydia Kavanagh, Carl Reidsema, Julie McCredden, Neville Smith
      Pages 15-35
    4. Dominic McGrath, Anthea Groessler, Esther Fink, Carl Reidsema, Lydia Kavanagh
      Pages 37-56
    5. Renee M. Clark, Mary Besterfield-Sacre
      Pages 57-74
    6. Geoff Greenfield, Paul Hibbert
      Pages 75-86
    7. Lydia Kavanagh, Roger Hadgraft, Carl Reidsema, Neville Smith, Dominic McGrath
      Pages 87-93
  3. Practices

    1. Front Matter
      Pages 95-95
    2. Renee M. Clark, William W. Clark, Mary Besterfield-Sacre
      Pages 131-149
    3. Cindy O’Malley, Patricia McLaughlin, Pauline Porcaro
      Pages 151-161
    4. Paul Gagnon, Redante Mendoza, Jan Carlstedt-Duke
      Pages 211-228
    5. Allyson Mutch, Charlotte Young, Neville Smith, Kate van Dooren, Cassandra Ranatunga, Cathie Gillan et al.
      Pages 257-271

About this book


Teaching and learning within higher education continues to evolve with innovative and new practices such as flipped teaching. This book contributes to the literature by developing a much deeper understanding of the complex phenomenon of flipped classroom approaches within higher education. It also serves as a practical guide to implementing flipped classroom teaching in academic practice across different higher educational institutions and disciplines.

Part 1 of this book (Practice) describes the considerations involved in flipped classroom teaching, including the challenges faced in transforming teaching and learning within higher education. Further, it reviews the educational concepts on which the flipped classroom is based, including a selected history of similar innovations in the past. The final sections of Part 1 explore the tools needed for flipping, the design steps, assessment methods and the role of reflective practice within flipped teaching environments. 

Part 2 of the book (Practices) provides a range of case studies from higher educational institutions in different countries and disciplines to demonstrate the many shapes and sizes of flipped classrooms. Many of the challenges, such as engaging students in their own learning and shifting them from spectators in the learning process to active participants, prove to be universal. 


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Editors and affiliations

  • Carl Reidsema
    • 1
  • Lydia Kavanagh
    • 2
  • Roger Hadgraft
    • 3
  • Neville Smith
    • 4
  1. 1.University of QueenslandBrisbaneAustralia
  2. 2.University of QueenslandBrisbaneAustralia
  3. 3.University of Technology SydneySydneyAustralia
  4. 4.University of QueenslandBrisbaneAustralia

About the editors

Carl Reidsema is an Associate Professor and mechanical design engineer with over 12 years of industry experience. Beginning his academic career at UNSW, he led the development of the first hands-on team-based course in engineering design for over 1100 students. In 2010, he became Director of Teaching and Learning for Engineering at UQ, where he spearheaded the development of the Flipped Classroom model for integrating theory with design practice for over 1200 students. Carl’s work is centred around the notion of Transformational Change in Higher Education. Carl is Director of eLIPSE, a centre for the development of online tools.

Lydia Kavanagh is a chemical engineer who returned from industry to academia over a decade ago. She is currently employed by UQ as the Director for First Year Engineering and has oversight of 1200 students each year. Lydia’s research focuses on engineering education and includes issues such as work integrated learning, graduate competencies, student teamwork, online learning, and strategies for transition to first year. Lydia won a national teaching award for excellence in 2012 for her work with students, curriculum and teaching scholarship. She is the Director of Research Excellence for eLIPSE.

Roger Hadgraft is a professor of engineering practice who has spent more than 20 years improving engineering education and redesigning curricula using project-based learning at Monash, RMIT, Melbourne and Central Queensland Universities as well as consulting more widely on PBL to universities both nationally and internationally. He is currently Director, Educational Innovation and Research in the Faculty of Engineering and Information Technology at the University of Technology Sydney. 

Neville Smith is a PhD student in the field of education, having completed a Bachelor of Education (Honours), a Bachelor of Behavioural Studies and a Bachelor of Education (Middle Years of Schooling). Neville’s primary research interest and PhD topic is centred on change and transition, particularly in the area of exploring the lived experiences of transition for international PhD students in Australia. Neville has also tutored extensively for the previous six years in the School of Education and Faculty of Health Sciences.

Bibliographic information

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