The flipped classroom pedagogy has achieved significant mention in academic circles in recent years. "Flipping" involves the reinvention of a traditional course so that students engage with learning materials via recorded lectures and interactive exercises prior to attending class and then use class time for more interactive activities. Proper implementation of a flipped classroom is difficult to gauge, but combines successful techniques for distance education with constructivist learning theory in the classroom. While flipped classrooms are not a novel concept, technological advances and increased comfort with distance learning have made the tools to produce and consume course materials more pervasive. Flipped classroom experiments have had both positive and less-positive results and are generally measured by a significant improvement in learning outcomes. This study, however, analyzes the opinions of students in a flipped sophomore-level information technology course by using a combination of surveys and reflective statements. The author demonstrates that at the outset students are new - and somewhat receptive - to the concept of the flipped classroom. By the conclusion of the course satisfaction with the pedagogy is significant. Finally, student feedback is provided in an effort to inform instructors in the development of their own flipped classrooms.
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