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    The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is used for exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the teacher and posted online or selected from an online repository. The ease with which video can be accessed and viewed today has made it so commonplace that the flipped model has come to be identified with it. 

    The value of a flipped class is in the use of class time for a workshop where students can ask about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, teachers, no longer in their front-of-the-class position, function as coaches or advisors, encouraging students in individual inquiry and collaborative effort. 

    A growing number of higher education individual faculty have begun using the flipped model in their courses. At Algonquin College, for example, a video production class has been using this model to explain the workings of editing software, a procedure that is known as very difficult to explain in a standard lecture. Short tutorial video lectures let students move at their own pace, rewind to review portions, and skip through sections they already understand, meaning students come to class able to use the software and prepared to do creative projects with their classmates. In such a classroom, priorities have undergone a distinctive shift—from merely 

covering material to working toward mastery of it.