Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in undergraduate students using information communication, accessibility, stimulation, interaction, and accumulation as measures. Undergraduate students indicated positive effects of flipped teaching and students' perceived learning improved as time spent using learning management systems increased. While knowledge acquisition tended to increase in most students, technological incompatibilities prevented the flipped approach from being fully accepted.