Flip classroom, as a pedagogical model that shifts the delivery of theoretical material to an online environment and the in-person learning experience to the active application of knowledge, is becoming increasingly popular in universities. This article examines key methodological aspects of implementing flip classrooms: designing online components, organizing in-person classes, the role of the instructor, and motivation and assessment systems. The results of implementing the model in Russian and international universities are analyzed: increased student engagement, development of critical thinking, improved academic performance, and the development of independent study skills. Particular attention is given to barriers such as digital unpreparedness, resistance from students and instructors, and organizational constraints, as well as the conditions for successful implementation. It is emphasized that the effectiveness of flip learning is determined not by its form, but by the quality of the pedagogical design and its focus on the development of the student as a learning subject.
flip learning, flipped classroom, active learning methods, hybrid learning, instructional design, student engagement, independent work, higher education
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