Abstract: The use of flipped classroom structures in higher education chemistry has grown rapidly over the past decade. Though the efficacy of online learning tools is rooted in the theoretical framework of cognitive load theory, many researchers and practitioners perceive that incorporating active learning in the live classroom is the more important aspect of the flipped classroom. Recent studies from our research group suggest that a significant proportion of the performance gains in a model flipped classroom are associated with the online learning phase of the intervention. Given the importance of the online learning environment, more recent studies have aimed to determine how learning objectives that require spatial reasoning can be best designed in the virtual learning format. Results from these studies and the implications for classroom practitioners will be presented. 

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