Objective- The objective of this research paper is to examine whether flipped learning would improve the performance of the 3rd year undergraduate design students compared to the traditional classroom learning.

Methodology/Technique- The performance of the students was assessed based on the parameters: communication skills, understanding of the concepts, teamwork, critical thinking, sharing the data, exploration of concepts, creative outcomes and engaging the problems. Students were provided different tools, case studies, video presentations and foundational concepts. The experimentation was conducted before and after implementation of flipped classroom.

Findings - The study revealed that final marks were gradually increased and nearly 80% students were satisfied with this way of learning. It was also observed that 82% students improved the communication skills, improved the critical thinking and helps to solve problems by themselves and started exploring new concepts. The study also focuses on the challenges on the adaptation of flipped learning among students and teachers.

Novelty - The use of the flipped classroom is one of the most emerging new media technology in the university.

Type of Paper - Empirical

Keywords - New Media Technology, Flipped learning, Performance, Self-learning, Classroom teaching.