Abstract
This study examines considerations that are required for successful implementation of flipped learning by tracing how lecturers in a university postgraduate dietetic programme designed and executed flipped learning across an academic year. Inductive analysis of lecturers' lesson design rationalisation, student learning artefacts and feedback was undertaken. The findings suggest that effective flipped learning implementation depends on how lecturers foster coherences within curriculum, learning activities, student engagement, and teaching. By establishing anchoring pedagogical goals as part of curriculum coherence lecturers create synergies among learning, teaching, and assessment. Positive student learning experiences are driven by student engagement that considers students' perceptions of workload, task complexity, and change to the learning culture. Strategies that manage pedagogical change and increased workload are also needed to create teaching coherence. Recommendations for improving flipped learning implementation in higher education contexts are discussed.