Table 3 Principles of effective online flipped learning practice by type of presence

Cognitive presence

 • Engage students in real-world problems and applications of knowledge and skills (Principle 7)

Real-world problems; application of knowledge/skills

 • Allow adequate time for students to complete pre-class and in-class activities (Principle 2)

Accessibility of course materials (SC: Inability to manage the pre-class workload); adequate class time for activities (SC: Inadequate time to handle in-class activities)

Social presence

 • Organize small-group activities to facilitate peer interaction (Principle 8)

Peer interaction

 • Use a learning management system and discussion platform that facilitate pre-class learning (Principle 3)

Learning management system; out-of-class discussion platforms

 • Use online interactive tools that facilitate synchronous learning activities (Principle 5)

Video conferencing and online tools for student responses/collaboration; webcam and microphones

Teaching presence

 • Use instructional videos to support students’ pre-class learning (Principle 4)

Instructional videos; readily available materials (FC: Increased workload)

 • Allocate class time for instructor demonstration and facilitation (Principle 6)

Instructor’s real-time demonstration/facilitation

 • Provide formative assessment with instructor feedback (Principle 9)

Formative assessment; instructor feedback

Learner presence

 • Manage the transition to online flipped learning with emotional support (Principle 1)

Introduction to online flipped learning (SC: Unfamiliarity with online flipped learning); care and emotional support (SC: Negative emotions)