Flipped classroom is different from the traditional teacher-centered teaching mode. Under this pedagogical approach, students have various learning tasks assigned to them outside and inside the classroom. During the lockdown period of Covid-19, flipped classroom was implemented in a microeconomics class in Chongqing University, China. The teacher prepared the online course using Zhidao Apps. Students are provided with instructions to access resources in their own learning space and time prior to the interactive group learning mode with teacher and students in the same classroom. The teacher guides the students to master learning through activities such as direct teaching, setting tasks of different levels and types including group projects. In the class (physical class when lockdown was uplifted and synchronous face-to-face during lockdown), the teacher will answer students’ questions, explain key concepts, carry out class tests, guiding students in case analysis etc. A study was carried out to examine the level of students’ engagement, deep learning and learning outcome in this flipped classroom. This paper presents the preliminary findings obtained. Through the feedback from teachers and students, flipped classroom has the advantages of helping students to focus attention, deepening understanding, and improving self-learning ability. Students also like the active classroom atmosphere, opportunity to watch back videos, increased communication and engagement. However, students talked about too many tasks, heavy learning pressure and difficulty for students who lack initiative to keep up with the lesson.