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The Flipped Classroom model offers productive and significant methodology in Master's Degree level investigations in colleges of applied sciences, yet it requests cautious arranging, execution, ceaseless evaluation and numerous new endeavors from educators. Its qualities are in making the learning system seriously captivating, rousing and significant for independent grown-up students, who study while working. 

Presentation 

The objective of this article is to offer hypothetical establishing and points of view to the instructive model of the Flipped Classroom (for example Lage, Platt and Treglia 2000; Alvarez 2011; Strayer 2012) and to present the Flipped Classroom trial and improvement project in Häme University of Applied Sciences (later alluded to as HAMK). The instructive examinations are done during the time spent the public venture named "YAMK-koulutus vahvaksi TKI-vaikuttajaksi", which is subsidized by the Ministry of Education of Finland. The goal of the venture is to upgrade the RD&I (Research, Development and Innovation) in the Master's Degree - studies finished at the Finnish colleges of applied sciences. Further, the objective of the task is to improve and extend the college business co-activity and applied examination with the universe of work. 

The principal section of this article presents the hypothetical ways to deal with academic model of Flipped Classroom by alluding to past examination and execution writes about the topic. The consideration has been payed particularly to the advanced education understudies' encounters of examining with the strategy. The subsequent section presents the turn of events and examination process in HAMK and the outcomes and finishes of the task. The third section examines future activities and future requirements for exploration, instruction and co-activity with the universe of work.