The aim of this paper is to present preliminary findings of a project in which a teacher education lecture series was transformed to a flipped learning design. The flipped learning design includes generally the ideas that students are provided online (lecture) material before class time, are engaged in discussion and collaborative group work during face-to-face sessions, and engage in higher-order activities (e.g. Stonebraker, 2015). Flipped learning fits well with the progressive aims to provide university students students-centered and individualized learning opportunities. There seems to be support for the efficiency of the flipped learning design on student attainment and engagement (e.g. Hibbard, Sung & Wells, 2016; O'Flaherty & Phillips, 2015; Little, 2015) and creativity (Al-Zahrani, 2015). According to Wenner & Palmer (2015) university students experienced flipped learning flexible and they were able to search their own ways of learning, however, student also thought that it is important to have clear structure in the flipped learning course. What comes to teachers viewpoints, it seems that flipped learning is potentially quite time-consuming also for a teacher with e.g. individual assessments. Also, Mortensen & Nicholson (2015) found that students experienced flipped-learning enjoyable. However, many a times, flipped learning practices take place in classroom-size groups or small group tutoring, not through mass lectures. In this paper the relationships with students’ experiences, their approaches to learning and epistemological beliefs are investigated in relation to the learning outcomes. There is evidence that students’ approaches to learning affect their experiences of a learning environment (e.g. Parpala, Lindblom-Ylänne, Komulainen, Litmanen & Hirsto, 2012). Therefore, these relations are investigated in more detail.

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