Hurlbut, Amanda2022-10-212022-10-212021This is the published version of an article that is available at https://www.learntechlib.org/primary/p/219130/. Recommended citation: Hurlbut, A. (2021). Videos or Zoom? Using a flipped classroom approach to facilitate PST online learning. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 175-184). Online, United States: Association for the Advancement of Computing in Education (AACE). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/14124https://www.learntechlib.org/primary/p/219130/The COVID-19 pandemic and the immediate shift to online learning for higher education and K-12 created an immediate need for conversations surrounding acceptable online pedagogy. This paper focuses on how higher education instructors, specifically teacher educators, can use a flipped classroom approach to structure course content and prepare pre-service teachers to teach online using both synchronous and asynchronous virtual teaching strategies. Elements of the flipped classroom include: creating engaging teaching content; assigning low-stakes, incentive viewing tasks; using formative assessment to clarify and provide feedback; and classroom application to make content meaningful. Strategies for creating asynchronous, pre-recorded content in addition to engaging learners in synchronous instruction through F2F or virtual platforms are included. A vignette of a teacher education course redesign outlines how the model was used both to teach course content and prepare future teachers to implement the strategy in their own classrooms.en-USAsynchronous pre-recorded contentVirtual platformsTeacher educationArticle