281 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 13 DOI: 10.4018/978-1-5225-1851-8.ch013 ABSTRACT Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class- rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and gradu- ate courses in terms of access, meaningful activities, and feedback. INTRODUCTION A flipped classroom teaching model promotes active learning in the classroom, provides more in-class time for student-centered activities and cultivates confidence in students. Direct instruction is moved from the classroom to online delivery usually through video, while classroom activity focuses on whole class application of knowledge and skills and instructor attention to student needs. Benefits to the flipped classroom approach have been cited as increased student achievement, increased student engagement, and improved attitudes toward learning (Hamdan, et al, 2013). Best Teaching and Technology Practices for the Hybrid Flipped College Classroom Lori Ogden West Virginia University, USA Neal Shambaugh West Virginia University, USA