Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are seeking ways to improve. Feedback from students and learning analytics from a flipped unit at a large Australian university underpin the paper's advice. Student feedback and behaviour, coupled with the reflections of the unit's designers, encourage (1) prioritising effective educational media and recording practices over the production of digital material with the longest shelf life, (2) explicit consideration of unit structure and support offered to students, (3) readings which consider the student perspective, (4) enthusiasm about the delivery format, and (5) the overarching importance of constructive alignment.

相对较少的特定于历史学科的文献旨在将理论转化为实践，以设计有效的在线和翻转学习体验。本文将当前文献综合为实用建议，并反思以往的经验，以帮助历史学家 (a) 负责开发在线或翻转单元或 (b) 已经过渡到在线并正在寻求改进方法的历史学家。来自澳大利亚一所大型大学的学生反馈和翻转单元的学习分析支持了该论文的建议。学生的反馈和行为，加上单位设计师的反思，鼓励 (1) 优先考虑有效的教育媒体和记录实践，而不是生产具有最长保质期的数字材料，