Khe Foon Hew is an Associate Professor of Information Technology in Education at the University of Hong Kong. His research investigates the use of educational technology in K-12 and university settings, and computer-mediated communication with a particular focus on social media applications. Min Lan is a final year PhD candidate of Information Technology in Education at the University of Hong Kong. Min's research interests lie in the area of technology-enhanced learning, particularly in the area of online learning. Ying Tang is a final year PhD candidate of Information Technology in Education at the University of Hong Kong. She is interested in the use of computermediated communication for teaching and learning. Chengyuan Jia is a PhD student of Information Technology in Education at the University of Hong Kong. Her research interest lies in the area of technology-enhanced language learning. Chung Kwan Lo holds a doctorate degree in Information Technology in Education from the University of Hong Kong. His research investigates the use of educational technology in school and higher education settings.

The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into fully online flipped classes with the help of a cloud-based video conferencing app. As in a conventional flipped course, in a fully online flipped course students are encouraged to complete online pre-class work. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in physical classrooms, but rather online. This study examines the effect of fully online flipped classrooms on student learning performance in two stages. In Stage One, we explain how we drew on the 5E framework to design two conventional flipped classes. The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and Evaluate. In Stage Two, we describe how we transformed the two conventional flipped classes into fully online flipped classes. Quantitative analyses of students’ final course marks reveal that the participants in the fully online flipped classes performed as effectively as participants in the conventional flipped learning classes. Our qualitative analyses of student and staff reflection data identify seven good practices for videoconferencing-assisted online flipped classrooms.

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