Flipped classroom (flipped classroom) as a pedagogical model, which involves transferring theoretical material to an online environment and using face-to-face time for active knowledge application, is becoming increasingly popular in universities. The article discusses the key methodological aspects of implementing flipped classroom: designing online components, organizing face-to-face classes, the role of the teacher, and the systems of motivation and assessment. The article analyzes the results of implementing the model in Russian and foreign universities, including increased student engagement, development of critical thinking, improvement of academic performance, and the formation of independent work skills. Special attention is paid to barriers — digital unpreparedness, resistance from students and teachers, and organizational constraints — as well as the conditions for successful implementation. It is emphasized that the effectiveness of flip learning is determined not by the form, but by the quality of the pedagogical concept and the focus on developing the student as a subject of learning.
flip learning, flipped classroom, active learning methods, hybrid learning, pedagogical design, student engagement, independent work, higher education
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