{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T15:03:59Z","timestamp":1785769439660,"version":"3.56.0"},"reference-count":67,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2023,5,6]],"date-time":"2023-05-06T00:00:00Z","timestamp":1683331200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["iubmb.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Biochem Molecular Bio Educ"],"published-print":{"date-parts":[[2023,7]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>The way flipped classrooms are perceived and even practiced by teachers is sometimes approximate. For instance, while the Covid\u201019 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time\u2010consuming for the newcomer teacher. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our experiences but also on the current scientific literature, we structured these advise around three phases: preparation, implementation, and follow\u2010up. In the preparation phase, we advise planning early to invert time in class and outside the classroom, but also to say it explicitly, as well as to identify (or optionally create) resources for students to learn in autonomy. In the implementation phase, we suggest to (i) be explicit in the acquisition of knowledge and foster students' autonomy; (ii) explore active learning in class; (iii) develop cooperation and sharing skills; and (iv) differentiate teaching practices to adapt to student needs. Lastly, in the follow\u2010up phase, we propose to (i) evaluate both student learning and the pedagogical setting; (ii) take care of the logistics and the teacher's posture; (iii) document the flipped classroom, and (iv) share the teaching experience.<\/jats:p>","DOI":"10.1002\/bmb.21737","type":"journal-article","created":{"date-parts":[[2023,5,6]],"date-time":"2023-05-06T14:03:12Z","timestamp":1683381792000},"page":"410-417","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":16,"title":["A field guide for implementing a flipped classroom"],"prefix":"10.1002","volume":"51","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4177-3619","authenticated-orcid":false,"given":"Pierre","family":"Poulain","sequence":"first","affiliation":[{"name":"Universit\u00e9 Paris Cit\u00e9, CNRS, Institut Jacques Monod  Paris France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mickael","family":"Bertrand","sequence":"additional","affiliation":[{"name":"Lyc\u00e9e Anna Judic \u00c9ducation Nationale, Acad\u00e9mie de Dijon  Semur\u2010en\u2010Auxois France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"H\u00e9loise","family":"Dufour","sequence":"additional","affiliation":[{"name":"Cercle FSER  Paris France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5109-0091","authenticated-orcid":false,"given":"Antoine","family":"Taly","sequence":"additional","affiliation":[{"name":"Laboratoire de Biochimie Th\u00e9orique CNRS, Universit\u00e9 Paris Cit\u00e9  Paris France"},{"name":"Institut de Biologie Physico\u2010Chimique Fondation Edmond de Rothschild  Paris France"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,5,6]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"Flip your classroom: reach every student in every class every day","author":"Bergmann J","year":"2012"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/9783527679300.ch13"},{"key":"e_1_2_8_4_1","first-page":"1","volume-title":"The flipped classroom: a survey of the research","author":"Bishop J","year":"2013"},{"issue":"306","key":"e_1_2_8_5_1","first-page":"125","article-title":"Vers une typologie des classes invers\u00e9es","author":"Lebrun M","year":"2016","journal-title":"Educat Form"},{"issue":"4","key":"e_1_2_8_6_1","first-page":"431","article-title":"Can flipping the classroom work? 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