For much of the twentieth century, the traditional model of education — a teacher standing at the front of a classroom delivering information to rows of passive students — went largely (0) UNCHALLENGED. Only with the advent of digital technology 1 serious questions begin to be asked about whether this approach was truly the most effective. Evidence has since emerged to suggest that students retain information far more effectively when they are actively engaged 2 when they are merely listening. Aware of this, a growing number of educators have adopted 3 is known as ‘flipped learning,’ in which students study material at home and use classroom time for discussion and problem-solving. Radical 4 this departure from tradition may seem, the evidence in its favour is compelling. Not only 5 students in flipped classrooms perform better on assessments, but they also report higher levels of satisfaction with their learning experience. Were the model 6 be adopted more widely, the implications for teacher training would be enormous. What remains to be seen is 7 institutions that have long resisted change will embrace this shift or cling to the methods with 8 they are most comfortable.