This research aimed to reveal the effect of the two different methods of organizing the content (hierarchical/ reticular) of flipped learning environment on developing the skills of designing and publishing electronic lessons and self-esteem among students of instructional technology. Participants of the research consisted of 60 students from the fourth year in Department of instructional Technology, Faculty of Specific Education, Zagazig University who were who were randomly selected. Then they were divided into two experimental groups, the first experimental group: the content is presented in a hierarchical method, and the second experimental group: the content is presented in a grid organization method. The study followed the quasi-experimental approach to answer the research questions. Instruments included an achievement test related to the skills of designing and publishing electronic lessons an observation card to measure the performance aspects related to the skills of designing and publishing electronic lessons, the assessment card for the quality of e-lessons production, the fourth: a measure of self-esteem Results proved that a statistically significant difference at the level (0.05) between the mean scores of the first experimental group students in the pre and post measurements of the achievement test, the observation card, and the self-esteem scale in favor of the post measurement. The study also found a statistically significant difference at the level (0.05) between the mean scores of the students of the second experimental group in the pre and post measurements of the achievement test, the observation card, and the self-esteem scale in favor of the post measurement. The study also found a statistically significant difference at the level (0.05) between the mean scores of the students of the two experimental groups in the post-measurement of the achievement test, the observation card, the self-esteem scale and the product evaluation card in favor of the first experimental group. In light of the results of the study, The researcher recommends relying on inverted learning when teaching students at different academic levels and organizing the instructional content of the various academic courses according to the hierarchical method.