In recent years, flipped learning (FL) has become a popular instructional model across several disciplines by flipping the traditional in-class instruction time with out of class activities (Shand & Farrelly, 2017). The notion behind flipped classrooms is to devote the limited in-class time for hands-on inquiry activities, while the course delivery is done outside the classroom (Bergmann & Sams, 2008; Tomory ve Watson, 2015). This gives students opportunities to examine course content in a flexible time and space, while in class time is dedicated to discussions, lab, hands-on activities, and small group activities and practices.Due to pandemic, hybrid-schooling has become more prevalent (Azorin, 2020) and FL has been identified as an instructional model to support active learning. A recent study showed that students were more satisfied with FL models than any other online modes (such as MOOCs, live audio, and live video) and FL improved their conceptual understanding and attention to the course content (Tang et al. 2020). Empirical research is mostly conducted on STEM areas in post secondaryeducation (Wright & Park, 2021) and in K12 mostly with high school students (Lo & Hw, 2017). Research mostly provides evidence for a positive effect on achievement in STEM (Fung et al., 2021; Wright & Park, 2021), engagement in differentdisciplines (Bond, 2020). Considering the challenges, students face difficulties in accessing help and guidelines and limited student preparation.However, teachers felt overwhelmed with the available online resources and tools and stated the lack of knowledge about online/remote teaching strategies (Trust & Whalen, 2020). This might be because most teachers’ lack of online teachingexperiences prior to pandemic (Mashall et al. 2020). It is expected that even after the pandemic, hybrid learning will be an important instructional revenue for most schools (Babatunde Adedoyin & Soykan, 2020). FL is complementary to EU’s fit ...