ABSTRACT: A pedagogical technique, named the Bridge activity, has been developed to assist students’ transition frompreclass preparation to in-class learning within a flipped organic chemistry course. Bridge activities form the basis of an initialinteractive discussion to activate students’ prior knowledge and encourage meaningful learning. This paper describes therationale and theoretical basis for this technique, provides examples, offers solutions to large-class logistical considerations, andpresents results from an analysis of student participation and perceptions of usefulness as reported in a questionnaire.KEYWORDS: First-Year Undergraduate/General, Second-Year Undergraduate, Organic Chemistry,Distance Learning/Self Instruction, Multimedia-Based Learning, Testing/Assessment, Nonmajor Course