FLIPPED CLASSROOM and BLEANDED LEARNING

FLIPPED CLASSROOM
The flipped classroom was invented in 2007 by Jonathan Bergman and Aaron Sams
when they began recording their classroom lectures so that students could access
them at home.

A flipped classroom is an instructional strategy and a type of blended

learning meaning it combines both online and offline learning. It aims to increase
student commitment and active studying, providing instructors a better opportunity
to deal with varying skill levels, individual students; struggles, and diverse learning
goals during class time.

A flipped classroom is built around a revolutionary approach; in which

students absorb new content using technology at home, while practicing and
building knowledge by studying or doing activities in the classroom under the
guidance of an instructor.

Bishop and Verleger (2013) contended that a flipped classroom is an educational

technique which consists of two significant components: (1) the use of computer
technologies such as video lectures and (2) the involvement of interactive learning
activities.

The FC Model is a new pedagogical model where the instructor shares

predetermined digital resources with students through a platform outside the
classroom, and related content is also taught through this outside platform
asynchronously (Bergmann & Sams, 2012)

A flipped classroom reverses the traditional teaching role where the lessons are first
taught, and then homework is assigned.

Instead, the students first study the course material, typically through online lectures,
then learn how to implement what they learned in a classroom setting.
For example, students may watch online lectures, review online course materials and
texts, participate in online discussions or perform research at home.

When in the classroom, students will practice their skillsets by having face-to-face
discussions with peers, debating, making presentations, or having peer-reviewed
assessments. Basically, the students do homework at school in a classroom setting.
 FLIPPED CLASSROOM and BLEANDED LEARNING

THEORIES
Flipped learning is not simply a fad. There is theoretical support that it should
promote student learning. According to constructivist theory, active learning enables
students to create their own knowledge by building upon pre-existing cognitive
frameworks, resulting in a deeper level of learning than occurs in more passive
learning settings. Another theoretical advantage of flipped learning is that it allows
students to incorporate foundational information into their long-term memory prior
to class. This lightens the cognitive load during class, so that students can form new
and deeper connections and develop more complex ideas. Finally, classroom
activities in the flipped model can be intentionally designed to teach students
valuable intra- and interpersonal skills.
There are other theoretical frameworks that can be explored for this research
such as Activity Theory, which identifies activities as the most transformative part of
learning (Frederickson, Reed, & Clifford, 2005) and Piaget’s Equilibration Theory
which assumes that the student assimilates new information into their own current
understanding and then adapts a new way of thinking to achieve cognitive
balance (Bloom, 2018).
 FLIPPED CLASSROOM and BLEANDED LEARNING

WHAT DO STUDENTS DO AT HOME IN A FLIPPED CLASSROOM?

• Watch an online lecture
• Review online course material
• Read physical or digital texts
• Participate in an online discussion
• Perform research

WHAT DO STUDENTS DO AT SCHOOL IN A FLIPPED CLASSROOM?

• Skill practice (guided or unguided by the teacher)
• In-person, face-to-face discussion with peers
• Debate
• Presentations
• Station learning
• Lab experiments
• Peer assessment and review

WHAT ARE THE BENEFITS OF A FLIPPED CLASSROOM?

• Direct instruction that moves from group learning to individual learning

• It creates a dynamic and interactive learning environment
• Educators guide students as they learn to apply the concepts
• Student can engage creatively with the subject matter
• Flipping speaks the language of today's busy student, allowing them to excel
• Increases student-teacher and student-student interactions
• Increased transparency
• It gives learners more control over their education
 FLIPPED CLASSROOM and BLEANDED LEARNING

WHAT ARE THE DOWNSIDES TO A FLIPPED CLASSROOM?

• The reduced opportunity for self-directed, critical thinking
• That flipped classrooms decenter the role of the student
• The curriculum can be rushed and not register with the student
• Creates an almost industrialized approach to learning where students can
become overwhelmed
• Flipping does not necessarily use the latest technology
• Creates a digital divide, separating those who are technologically-inclined
from those who aren't
• It relies heavily on student preparation, which may be lacking
• Increased time spent in front of a screen

BLENDED LEARNING

Blended learning is a pedagogical or educational approach that combines traditional

teaching methods, such as in a classroom setting, with eLearning technology, such
as online courses, lectures, presentations, quizzes, games and more.
It differs from flipped classroom techniques in that it works collaboratively with a
traditional classroom. Training comes from both the teacher and the online learning
modules that work together compatibly.

Blended Learning's adoption has grown throughout higher education around the
world and has become the new normality in the teaching-learning process. It
optimizes the use of in-classroom learning with an online environment.

Digital technologies have been adopted, creating media-rich digital learning

platforms personalized with adaptive courses and web conferencing tools that
connect students and teachers.

Engagement is key, which is where blended learning comes in. Moving towards an
impactful Learning Management System allows for more personalization for
individual learners, resulting in increased efficiency in the workplace and other
educational endeavors. This ability to personalize the content helps identify
struggling students and lets the educator intercede before the student is too far off-
track.

Blended learning creates more meaningful learning experiences and motivates

learners to use critical thinking skills. It also promotes retention in students and
increases their commitment to their educational goals. It even improves workplace
productivity. There are many benefits to a blended learning environment if done
with the right support, technology, and educational objectives.

What Are the Benefits of Blended Learning?

• Learner engagement is increased
• Increased flexibility and personalization in creating course modules
• Increased one-on-one student interactions
 FLIPPED CLASSROOM and BLEANDED LEARNING

• Learner characteristics and learning experiences are taken into account to

promote engagement that leads to desired outcomes
• Focuses on the potential of each modality to create better and meaningful
learning through effective practices
• Allows online tracking, which can help target 'at risk' learners quickly
• Can create interactive simulations
• Uses visual, auditory and interactive content
• Reduces time strain allowing students to learn at a good pace
• Increases preparedness and knowledge
• Increases quality of training
• Allows for better reporting and analytics
• Tracks and improves engagement
• Overcomes geographical constraints

What Is the Downside to Blended Learning?

• Some technologies can be challenging instead of being useful
• It can require a tutor or mentor that needs to be highly skilled in eLearning
• Total teaching time is about the same between both flipped and blended
classrooms
• Teachers may overdo it with educational activities and content causing a
cognitive overload
• It has been found that in assignments, the credibility of sources decreased,
and plagiarism increased
• Can require a significant investment in technology, like hardware and
software

REFERENCES:

EdTick. (2021). The Flipped Classroom As A Learning Strategy. EdTick.

https://www.edtick.com/en/guides/the-flipped-classroom-as-a-way-of-learning

Flipped learning: What is it, and when is it effective? | Brookings. (2023, June 27).
Brookings. https://www.brookings.edu/articles/flipped-learning-what-is-it-and-
when-is-it-effective/
Staff, T. (2022). The Definition Of The Flipped Classroom. TeachThought.
https://www.teachthought.com/learning/definition-flipped-classroom/

Solutions, L. (2023, October 11). Blended Learning vs Flipped Classroom: Choose the
Right One for Remote Training In 2023. Lambda Solutions.
https://www.lambdasolutions.net/blog/difference-between-blended-learning-
flipped-classrooms
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning
on students’ academic achievement, self-study skills and learning attitudes: A
quasi-experiment study in teaching the conventions for coordinates in the plane.
Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657

View of The Impact of the Flipped Classroom Model on Students’ Academic

Achievement | The International Review of Research in Open and
 FLIPPED CLASSROOM and BLEANDED LEARNING

Distributed Learning. (n.d.).

https://www.irrodl.org/index.php/irrodl/article/view/3482/4647

Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from
Different Fields of Study. The International Review of Research in Open and
Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2274