Education Leaders: Should Your Institution Adopt a Flipped Classroom Model?

How your institution delivers education matters more than ever. In a climate of rising costs, limited clinical exposure, and growing demands for flexibility, flipped classroom models offer a pragmatic way to elevate value. When supported by simulation-based learning platforms, they can help institutions meet learner expectations and address stakeholder skepticism. 

Higher education is under mounting scrutiny from students, parents, policymakers, and the broader public. 

A 2024 Inside Higher Ed survey of U.S. university presidents found that 66% are concerned about waning public confidence in higher education, with affordability cited as the number one cause. In fact, over a third (36%) blamed concerns about cost as the cause of that lost confidence, and 57% said they believe cost-related concerns are highly valid. 

While healthcare degrees in fields like dentistry and nursing have long been seen as prestigious and professionally rewarding, perceptions of a degree’s value equally apply to how institutions justify the immediate, up-front expense of higher education. This is especially true of dental programs. In fact, as a 2025 article in the Journal of Dental Education points out, dental education is now reaching a price that leaves it out of reach for many prospective students.

As the cost of a dental education rises, how that education is delivered becomes an important factor in conveying your institution’s value proposition. After all, a growing lack of confidence in higher ed means that even institutions offering degrees with high earning potential are at risk of being asked: Are students getting their money’s worth? 

Flipping the classroom offers a compelling institutional response to that question. A flipped classroom, meaning an approach that pairs a more targeted, personalized use of in-person instruction with on-demand access to core content, can be both pedagogically powerful and value-rich. When learners walk away from live sessions having applied, questioned, and explored the nuances of their subject (rather than simply listened to a lecture), teaching feels both more effective and, crucially, more worthy of the investment. 

Read on to discover: 

• What the flipped classroom model entails 

• The institutional pressures pointing to a need for flexible, value-forward pedagogies 

• Why healthcare-oriented institutions are especially well-positioned to benefit from flipped classrooms that build clinical readiness 

What Is the Flipped Classroom Model? Definition and Strategic Relevance 

Flipped learning inverts the traditional structure of higher education delivery. Instead of reserving class time for information transmission (like lectures), it pushes foundational content to pre-class work. This frees up in-person sessions for active learning, allowing students to engage in discussion, analysis, application, and collaboration. 

This approach comes with its share of pedagogical benefits. But for institutional leaders looking to accentuate the value of their courses, the question is: do students associate flipped classrooms with a more rewarding and worthwhile learning experience? 

A growing body of evidence suggests that they do. A 2023 study published in BMC Medical Education found that students held positive opinions toward the flipped classroom, reporting strong participation in class activities, higher levels of motivation, and strong interactions with classmates and educators.  

Notably, the authors observed that more than 90% of students reported increased interest and satisfaction, attributing this to the opportunity for richer in-person interactions, higher engagement, and the chance to better meet learning targets. While baseline test scores remained consistent, students’ attitudes and perceptions of educational quality improved. 

Given the public’s waning confidence in the value and affordability of higher education, findings like this matter. When students (and their families) assess whether they’re ‘getting their money’s worth,’ their concerns extend beyond exam results. They’re assessing the quality of teaching, the individual attention received, and the sense of active, professional preparation that goes into their program. 

And while the BMC study highlights the flipped classroom’s impact on in-class activity, the model equally suggests value by promoting more freedom to learn outside a set schedule. A 2024 Gallup study highlights that this is another core form of value for students: 70% of unenrolled Americans said a lack of flexible or remote learning options played a role in their decision not to pursue further education. By delivering core content asynchronously and reserving live time for meaningful, targeted engagement, institutions can preserve the richness of in-person teaching while offering learners the flexibility they increasingly expect. 

Frequently Asked Questions

Why Flipping the Classroom Can Support Clinical Readiness and Curriculum Value 

One of the clearest ways students assess the value of their degree is through the quality and relevance of their in-person instruction, especially in fields like dentistry and nursing, where hands-on experience is critical. But in many programs, real clinical exposure is limited. As a result, students may graduate feeling underprepared, and stakeholders may question whether their tuition has delivered tangible, job-ready skills. 

This isn’t just hypothetical. A 2024 article in BMC Medical Education identified a number of recurring concerns in global dental education, including: 

• Inadequate foundational knowledge 

• Limited exposure to specialized patient groups 

• Insufficient clinical experience to prepare students for independent practice 

This struggle to gain sufficient hands-on experience can only sharpen questions around preparedness and return on investment, placing real pressure on institutions to extract maximum value from every learning environment.  

The flipped classroom offers a way to realize that value. By using face-to-face time for applied learning, discussion-based clinical reasoning, or scaffolded skill rehearsal, institutions can help healthcare students derive more benefits from the placement opportunities they do receive. In this sense, flipped learning prepares students to make their clinical exposure count. It boosts both confidence and competence when it matters most, priming learners to extract (and perceive) more value from the limited time they’re able to spend in clinical environments. 

And while much of flipped learning's value lies in how it supports clinical preparedness, it’s important to note that the model is also associated with stronger academic performance. A 2020 meta-analysis in Educational Research Review found that flipping the classroom has a ‘moderate, positive effect on student performance,’ equivalent to around half a standard deviation improvement. As the authors note, that’s enough to move many students into a higher grade band. This points to flipped learning as a strategy that supports both perceived and measurable value. 

At a time when clinical exposure is scarce and cost concerns are high, flipping the classroom is about more than improving the student experience. It’s about reallocating teaching time where it’s needed most, and proving to students and stakeholders alike that your institution is making that time count whether it’s preparing students for the clinic or the exam hall. 

HEAR ADA AND ADHA LEADERS' THOUGHTS ON FLIPPED CLASSROOMS | '5 Key Takeaways from "Beyond the Buzzword: Rethinking Technology as a Catalyst for Curriculum Transformation"'

Implementing the Flipped Classroom Model: Strategic, Scalable, and Friction-Free 

For many institutions, the biggest barrier to adopting new pedagogical models isn’t doubt about their effectiveness, but concerns about the practicalities of implementation. But adopting a flipped classroom approach doesn’t have to mean reinventing your curriculum from the ground up. 

In reality, flipped learning can begin at the module or topic level, offering a way to pilot change without disrupting program cohesion. And when supported by purpose-built platforms, it’s increasingly feasible to roll out flipped methodologies with minimal administrative friction.  

The right platform will, for example, supply pre-made content mapped to existing curricula, reducing rollout down to a simple QR code to be distributed to students prior to class. 

This makes flipping the classroom both a pedagogical enhancement and a strategic lever. For institutional leaders seeking to demonstrate responsiveness to stakeholder concerns, whether around value for money, clinical readiness, or student satisfaction, flipped models offer a way to spotlight innovation and improve outcomes without demanding a wholesale overhaul. 

In short: flipped classrooms are no longer a fringe experiment. With the right tools and a phased approach, the model can become a credible, scalable part of your value proposition: one that visibly improves student engagement while accentuating the value and worth at the core of your course. 

GET HANDS-ON WITH INTEGRATION STRATEGIES | ‘Fitting the Pieces Together: 3 Easy Ways to Embed Pre-Mapped Learning Technology into Core Modules’ 

3 Key Takeaways on the Benefits of Flipped Classrooms 

• Flipped classrooms support perceptions of value by enhancing live teaching, promoting flexibility, and aligning with evolving learner expectations. 

• Flipping the classroom helps offset limited clinical exposure by preparing students to extract more from hands-on experiences (and improves academic outcomes in the process). 

• Scalable and strategic, the flipped classroom model can be introduced in focused, modular ways that suit institutional priorities without overburdening staff. 

Discover How Immersify Supports Strategic Innovation Without the Friction 

Our team works with institutions to implement flipped delivery and high-quality asynchronous learning materials, all mapped to your current curriculum.  

Reach out today to discover how Immersify can shine a light on the value of your institution’s program and pedagogy. 

This article was reviewed for clinical accuracy and educational relevance by Dr. Martin Ling, a GDC-registered dentist and Fellow of the Higher Education Academy.