Hybrid Flipped Learning Series Article 1: Creating Hybrid and Flipped Learning Cycle

Design Strategies 1.1-1.3

Overview

In this article, we would like to discuss defining and designing your Hybrid Flipped Learning (HFL) cycles. The HFL cycles are the keystone that drives the rhythm of your course design and defines your students’ learning experiences throughout the semester. 

What are learning cycles? A learning cycle can be a weekly schedule, course module or topic which helps students build knowledge progressively while developing independence and confidence in applying what they’ve learned.

A well-designed HFL cycle establishes a set of repeatable and rhythmic learning steps that follow the sequence of

• self-paced asynchronous online learning, 
• in-person application activities, and 
• after-class review and integration.

1.1 Define the Hybrid and Flipped Learning Cycle

To get started, you need to define your Hybrid Flipped Learning Cycles, specifically, you need to determine the structure of your learning cycles including its length, steps, and learning tasks.

• Length: Choose a cycle that fits your class rhythm (e.g., one module, one week, or a class day).
• Structure: Organize each cycle into three main structures:
  • Online Self-Paced Learning. Our goal in this step is to help students develop the required initial fundamental knowledge and skills that they will need later for the in-class activity.  Students will complete these instructional activities (such as watch the lecture videos, complete a practice quiz, post their thoughts or questions in a discussion forum) with minimal real-time interaction. 
  • In-Class Active Learning. Our goal in this step is to help students apply their newly acquired knowledge and skills. During this step, we will guide and support students’ learning. During this step, students will work on more complex tasks and to solve less structured problems in guided, collaborative settings.
  • After-Class Review and integration.  Our goal in this step is to further challenge students and allow students to apply their new knowledge and skills with reduced support. Students continue practicing, reflecting, and integrating learning.
• Learning Tasks: Choose activities that align with learning objectives and leverage each step’s unique advantages (e.g., videos and quizzes online, group problem solving in class, and independent application after class).

Keeping the cycle structure consistent as much as possible throughout the course helps students develop expectation, better regulation and stay on track.

Now, let’s dive further into essential strategies to build a strong HFL cycle for your course:

1.2 Gradually Increase the Challenge

An effective HFL cycle supports cognitive growth by progressively increasing complexity:

• Online Step(s): Introduce concepts through low-complexity tasks such as watching short video demos, solving well-structured problems, or sharing initial thoughts online.
• In-Class Step(s): Move to mid-high level challenges that require applying new knowledge to less structured tasks like case discussions or group problem-solving.
• After-Class Step(s): Deepen learning through high-challenge tasks that students tackle with greater independence, such as take-home problems, peer reviews, or real-world projects.

This gradual progression aligns with how students build mastery and encourages them to stretch their skills while staying motivated.

1.3 Provide Regular and Specific Feedback

Feedback is the critical component for students’ performance improvement. To support learning throughout the cycle:

• Online: Use immediate corrective feedback (e.g., auto-graded quizzes with explanations) or prompt peer responses in discussion forums. 
• In-Class: Combine intrinsic feedback (from the task itself) with real-time guidance from instructors or peers. 
• After-Class: Offer solution notes, instructor comments, or peer critiques to help students reflect and adjust their approaches.

It is important to offer regular feedback to your students. Effective feedback is specific and timely. Regular feedback helps students gauge their progress and refine their learning strategies.

By applying these strategies, you can design hybrid and flipped learning cycles that are engaging, supportive, and effective.

Hybrid and Flipped Learning Cycle Example

Course Title: BAE 200 Computer Methods in Biological Engineering

The week-long learning modules are designed as five learning steps that repeat throughout the course. They gradually increase the level of learning from the basic technological skills to problem solving demos, guided problem solving, and independent problem solving. 

Step 1: Excel/R Skill Learning (Friday – Monday, 30-60 min online learning)

This step helps students learn the Excel or R skills that they will need for solving the problems in the later steps. It presents a set of short lecture videos with slides and other resources, followed by self-check exercises about the key skills. Students are encouraged to submit any questions they have in the Moodle activity titled “M# Questions for your instructor” (instead of waiting until class). They need to complete this step weekly by Monday at 10pm, before attending the class session.

Step 2: Problem Solving Demo (Friday – Monday, 20-30 min online learning)

This step shows students how to solve a biological and agricultural engineering discipline problem using the Excel or R skills they just learned while following the problem solving process. They are expected to read the problem scenario, watch the instructor’s demonstration video, and then set up and solve the problem on their own computer and submit the file. They are encouraged to submit any questions they have in the Moodle activity titled “M# Questions for your instructor” (instead of waiting until class). Again, they need to complete this step weekly by Monday at 10pm, before attending the class session.

Step 3: Class Problem Solving (Tuesday, 50 min in-class learning)

This step requires students to actively solve a biological and agricultural engineering discipline problem with instructor guidance and peer interaction during class. They are expected to use a planning document template to analyze the given problem and develop the solution algorithms, and then solve the problem using Excel or R. The instructor will provide step-by-step guidance during class and give them strategies to develop the algorithms (also available in the planning template). Students need to complete this step by Tuesday at 10pm, before attending the lab session.

Step 4: Lab Problem Solving (Thursday, 110 min in-lab learning)

This step gives students the opportunity to take the lead on solving 1-2 biological and agricultural engineering discipline problems with instructor/TA support during the lab. Similar to class problem solving, they are expected to use a planning document template to analyze the problem and plan for solving it before they use Excel or R. Each student needs to submit their planning document and solution files individually. The instructor and TA will be available to answer their questions during the lab. They need to complete this step by Thursday at 10pm, before working on their homework. 

Step 5: Homework Problem Solving (Thursday – Monday, 20-30 min after-class learning)

This step requires students to solve a biological and agricultural engineering discipline problem independently using the skills they developed from the previous steps. Again, they are expected to fill out the planning document before solving the problem using Excel or R, and submit both the planning document and the solution files. They are encouraged to go to in-person or virtual office hours to get additional help if needed. They need to complete this step by Monday at 10pm.

See more examples of hybrid and flipped learning cycle design in the project collections. Click on the course title link and look for the “Learning Cycle Design” section in the document.