The COVID-19 outbreak has compelled many universities to immediately switch to
the online delivery of lessons. Many instructors, however, have found developing
efective online lessons in a very short period of time very stressful and difcult.
This study describes how we successfully addressed this crisis by transforming two
conventional fipped classes into fully online fipped classes with the help of a cloudbased video conferencing app. As in a conventional fipped course, in a fully online
fipped course students are encouraged to complete online pre-class work. But unlike
in the conventional fipped approach, students do not subsequently meet face-to-face
in physical classrooms, but rather online. This study examines the efect of fully online
fipped classrooms on student learning performance in two stages. In Stage One, we
explain how we drew on the 5E framework to design two conventional fipped classes.
The 5E framework consists of fve phases—Engage, Explore, Explain, Elaborate, and
Evaluate. In Stage Two, we describe how we transformed the two conventional fipped
classes into fully online fipped classes. Quantitative analyses of students’ fnal course
marks reveal that the participants in the fully online fipped classes performed as
efectively as participants in the conventional fipped learning classes. Our qualitative
analyses of student and staf refection data identify seven good practices for
videoconferencing-assisted online fipped classrooms
