Due to a world-wide health emergency, higher education instructors were compelled to adapt their courses from traditional in-person classes to remote learning. In this case study, we investigated the use of flipped learning for this adaptation process from diverse higher education instructors’ perspectives. To mitigate social distancing requirements, instructors included synchronous and asynchronous components in using the flipped approach to their courses. The use of video conferencing synchronous sessions to replace the in-person class time showed a nuanced approach to flipped learning that required exploration. Instructors from distinct academic settings were interviewed on their experience in using the flipped approach in their courses adapted for maintaining social distancing protocol. Using case methodology, nine instructors from various locations and disciplines were interviewed on how they transformed their courses utilizing flipped approaches. Findings from the interview texts showed the distinction of asynchronous and synchronous elements, as key components of fully online flipped learning environments. Findings in this study highlights the importance of supporting student engagement for autonomous learning in courses using online flipped learning approaches. Implications for the support of student self-determined learning through the implementation of synchronous and asynchronous learning components are discussed.



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