Despite the benefits of a flipped classroom, for instructors unfamiliar with the format, it can create unease and ambiguity when they intend to structure and organise a flipped classroom with meaningful activities. This paper proposes an improvised flipped classroom framework embedded with an e-scaffolding learning support system which can be adopted in ‘real-time’ during class. For instructors, the framework would facilitate the development of a structured and systematic approach which would enable them to achieve their course’s intended learning outcomes. The proposed framework comprises pre-class online learning and face-to-face seminars, with the goal of helping students be more engaged in their learning through collaborative activities, to think deeply and critically in the process, and be involved in peer learning. The face-to-face seminars are enhanced through technology-enabled learning interventions and are built upon the foundation of pedagogies such as active, experiential and blended learning, where collaborative and team-based learning are the focal points. Pre-class online learning takes the ‘information transmission’ aspect of lectures out of the classroom and students enjoy freedom and flexibility in learning. A post-course survey was carried out with 59 undergraduate business students, from which twelve were interviewed about their experience of this flipped classroom learning design and the e-scaffolding learning support system. The results indicated that the majority of students had a positive learning experience in terms of the course design enhancing levels of engagement, collaborative learning, and enabling higher levels of critical thinking. The student feedback also indicated that they would like to see more of such a course design. A comparative analysis was also carried out on student performance before versus after they had gone through the flipped learning. The findings were positive, providing validation that the flipped learning approach enables more thinking, which leads to better comprehension of course content, eventually leading to better academic performance.