As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality.

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