During the past years we have witnessed various development trends in learning. More and more the learning has moved online thus making it independent of time and place, students’ responsibility of their own learning has increased, methods that promote active learning have gained more interest as they result in better learning results, and the role of a teacher has shifted towards a facilitator of learning. Consequently, the flipped learning pedagogical approach has become more common in recent years as it is one way to answer these trends. This concept paper introduces two studies of practice in which flipped learning approach was implemented for the first time in a bachelor level university course of electronics at Tampere University (TU) during the academic year 2021 – 2022. The structure of the flipped courses consisted of online pre-class study materials and assignments, face-to-face learning events, various individual and group learning assignments and so-called prime time small group meetings with the teacher. Flexibility and versability of the learning experiences, both-way feedback possibilities as well as a combination of individual and collaborative face-to-face and online learning were emphasized in the course design. According to the feedback many students felt that this flipped learning approach promoted learning and encouraged to study evenly throughout the entire course. Furthermore, the teachers' thoughts after the first implementation round are considered e.g., which parts and practices were successes, and which need further development. In addition, thoughts about teachers' workload and institute's support in utilizing flipped learning method are shared.