This paper examines an alternate approach to the ‘flipped” classroom
paradigm fo r an upper level history class using a blended on-line and inclass
format. The concept o f the flipped classroom has received increasing
emphasis based on its potential to create a student-centered learning
environment that incorporates practical instruction along with
collaborative techniques. The use o f flipping has largely been tied to the
incorporation o f video technology either in the form o f a student practicum
or an instructor lecture via on-line delivery combined with a classroom
meeting involving collaboration and/ or application exercises in the faceto-face
session. W ith respect to flipping the history classroom, this paper
offers the results from an upper division history course in which historical
primary sources were introduced in the on-line portion o f a hybrid class.
The use o f the primary sources also included a bi-modal collaborative
mechanism, since students collaborated by sharing their thoughts prior to
class and the start o f the class incorporated a student-centered
collaborative exercise based on the primary sources. This collaborative
discussion on the primary sources served as the gateway into the broader
topic discussion. This paper describes this process and uses student
feedback to evaluate the effectiveness o f this methodological approach.