The article by Jeremy F. Strayer explores the impact of an inverted classroom, a form of blended learning, on cooperation, innovation, and task orientation. The study compares an inverted introductory statistics class with a traditional lecture-homework class at the same university using mixed-methods research, including the College and University Classroom Environment Inventory (CUCEI), field notes, interviews, and focus groups. Key findings indicate that students in the inverted classroom were less satisfied with the structured orientation to learning tasks but became more open to cooperative learning and innovative teaching methods. These results contribute to understanding how the inverted classroom can enhance the stability and connectedness of classroom learning communities. The research highlights the importance of aligning online and face-to-face components to support coherent learning goals and create more engaged and stable learning environments.The article by Jeremy F. Strayer explores the impact of an inverted classroom, a form of blended learning, on cooperation, innovation, and task orientation. The study compares an inverted introductory statistics class with a traditional lecture-homework class at the same university using mixed-methods research, including the College and University Classroom Environment Inventory (CUCEI), field notes, interviews, and focus groups. Key findings indicate that students in the inverted classroom were less satisfied with the structured orientation to learning tasks but became more open to cooperative learning and innovative teaching methods. These results contribute to understanding how the inverted classroom can enhance the stability and connectedness of classroom learning communities. The research highlights the importance of aligning online and face-to-face components to support coherent learning goals and create more engaged and stable learning environments.