Flipped ApproachOnline Complementary

Flipped approach

The instructor places recorded lectures and other prepared and/or curated course materials online for learners to review. Learners engage with these materials on their own before synchronous class periods and then participate in face-to-face learning activities during their set class time.

Resilient Teaching Practices

Prepare pre-class materials including recorded lectures and other course materials (e.g., readings, blogs, podcasts, YouTube videos, etc.) in logically organized modules within Canvas. Any materials learners need to complete prior to attending the face-to-face session should be provided in Canvas.

  • Lecture and learning materials are available to learners 24/7. Learners can have access to learning anytime.
  • The active learning in class helps to engage students’ learning with interactive and authentic activities (e.g., case studies, simulations, problem-solving activities, etc.)
  • Makes a shift to fully online (if necessary) much easier.

  • Need preparation time for planning face-to-face learning activities that connect to the pre-class lectures.
  • Need to carefully consider classroom logistics—layout, number of students, desk and table configurations, entrance/exit procedures and so forth—to ensure proper social distancing for learners during the planned face-to-face learning activities.

Online complementary

Learners complete the assignments and quizzes online and come to class in person for lectures, discussions and other participatory learning activities.

Resilient Teaching Practices

Prepare engagement activities on Canvas. These activities should provide learners opportunities to engage with the course content, as well as you—the instructor. Online activities may include group projects, recorded or online synchronous presentations, research projects, quizzes, wikis, etc.

  • No need to handle physical papers or objects, i.e., reduced spread of germs. 
  • Learners do not miss the opportunity to complete/submit graded assessments if they aren’t able to come physically to class. 
  • Makes a shift to fully online (if necessary) much easier.
  • Allows for more rapid feedback on assignments (at the pace of the instructor’s ability to respond to submissions). This can be particularly helpful in cases of scaffolded assignments, such as providing feedback on drafts so that students can more quickly begin working on revisions (rather than having to wait until the next class period to get that feedback). 
  • Certain assignments, such as standardized tests, can be structured to give students immediate feedback while also reducing the instructor’s grading load.

  • Requires preparation and organization of learning activities and assignments in Canvas.
  • Requires preparation time for planning face-to-face lectures and learning activities that connect to the online learning activities and assignments.
  • Classroom logistics must be considered to ensure proper social distancing for learners during the planned face-to-face sessions. 


Website to be retired

The Keep Learning website will be retired on January 31, 2022. Please update all of your bookmarks and links to point to our new website, teaching.missouri.edu.

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Workshops & seminars

Faculty/instructors are invited to register for a workshop or seminar that is designed to help deliver quality learning experiences.

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