Flipped classroom

4. Conclusion

The flipped classroom method in higher education is most effective when it is curriculum-based and aligned with learning outcomes, activities, and assessment. By moving the basic explanation of the material to the preparatory phase, meeting time is freed up for deeper processing, problem-solving, and collaborative work, which encourages understanding, self-regulation, and professional competence. Success depends on the quality of the preparatory materials, a clear structure and rhythm of work, systematic formative feedback, and consistent support for students with consultations and short comprehension checks.

Institutional support is also needed in the form of technical infrastructure, available templates and help from the e-learning center and VU IT service. Limitations exist when students do not prepare, when access to technology is uneven, or when a precise rubric for evaluating participation and work products is missing. In conclusion, the flipped classroom is not a universal solution, but as part of a hybrid design, with clear outcomes, authentic tasks and quality assessment methods, it can significantly improve student engagement and teaching quality.