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Table 1 Design principles for flipped learning formulated by Kim et al. [13] by type of presence

From: Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic

Type of presence

Design principles

Cognitive presence

• Provide an opportunity for students to gain first exposure prior to class

• Provide clear connections between in-class and out-of-class activities

• Provide clearly defined and well-structured guidance

Social presence

• Provide facilitation for building a learning community

• Provide technologies that are familiar and easy to access

Teaching presence

• Provide an incentive for students to prepare for class

• Provide a mechanism to assess student understanding

• Provide prompt/adaptive feedback on individual or group work

Learner presence

• Provide enough time for students to carry out assignments