This study proposes a novel course design to explore the potential of active learning in lectures predominantly attended by inactive students. Despite ongoing efforts to integrate active learning, many lectures still follow a traditional format. Information is often transmitted one-way from teacher to student, with limited opportunities for student participation and discussion. There is a pressing need for an environment that fosters independent learning and active engagement, especially in lectures aimed at fostering creativity, where student participation is crucial. However, achieving this in inactive communities poses significant challenges.

To address this, we introduced a course in the inaugural year of a newly established university, combining flipped learning and real-time chat tools. In order to implement flipped learning, we utilized Vimeo and the university’s internal online communication tools to provide input content that could be accessed at any time and from any location, even at double speed. Additionally, we employed Slido for real-time chat, keeping it open throughout the lecture and incorporating reflection periods for better engagement.

After a year of implementation, we observed increased student participation and improved learning outcomes. Specifically, 68% of students viewed the flipped learning videos at least once, and over 50% consistently utilized these tools. The use of Slido also became more dynamic over time, resulting in higher-quality contributions. Student feedback included comments such as, "This was the most interesting lecture of the year," and "It was engaging to experience a practical approach to the subject matter." Additionally, several students expressed a desire to apply what they learned in real-world settings.

In the forthcoming academic year, we intend to continue offering the same course under similar conditions in order to obtain more detailed insights and further validate the effectiveness of active learning. This study examines the impact of the learning environment on active learning and discusses its potential and effectiveness in creative fields by analyzing the resultant learning outcomes.

Keywords: Active Learning, Flipped learning, Online communication tools, inactive communities.