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Models of Designing and Developing Blended Learning: A Case Study of the Flipped Learning Model
Abstract
This chapter introduces various models for designing and developing blended learning, focusing on integrating face-to-face and online learning components. More specifically, it presents a case on the design and implementation of the flipped learning model in higher education. The flipped learning model, which has gained more visibility in recent years, basically allows learners to learn content in online environments and practice in the classroom. The study delves into the experiences of transforming a traditional lecture-type face-to-face course into a flipped learning model. This transformation occurred before the onset of the COVID-19 pandemic and its aftermath. Various programs offered the course, including Elementary Education, Mathematics Teaching, and Science Teaching Programs, within a Turkish university’s pre-service teacher training program. The results reveal that the redesigned approach mitigated the challenges encountered by the instructor and also significantly enriched the overall learning experience by seamlessly integrating online content consumption with in-person engagement and dynamic discussions. The study confirms that the design and development of flipped learning requires basic considerations for the pedagogical approach and the harmony of each environment based on this pedagogy.
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The COVID-19 pandemic has led to an increase in the use of blended learning globally, but there is a lack of understanding of the various types of blended learning models. This literature review study focuses on the blended learning models and the rotation blended learning model. The study gathered data through document analysis and used content analysis to analyze it. The findings suggest that blended learning can be delivered through different models, including the models based on class instruction. Therefore, when developing a blended learning activity, course, or program, it is important to consider all available models. This study emphasizes the importance of the rotation model and its sub-models in blended learning and offers suggestions for future research and practitioners. The results of this study can be used to create effective blended learning environments.
Higher education has been innovated by technological advancement to fulfill the demands of various learning needs. Blended Learning (BL) is increasingly important for education institutions to transform the conventional classroom into a more open and innovative integration of teaching and learning not limited to time and space. There have been literature and systematic review on BL in various subjects, however, BL design of English courses applied in higher education lacks a comprehensive systematic review. This paper conducts a systematic review of BL in English courses to investigate the effect of BL in ETL (English Teaching and Learning) and to identify BL trends, gaps, and future directions for ETL in higher education. Based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, this study conducted a literature search of the following databases: Scopus, ACM, and Web of Science, using the search string of “blended learning”, “English courses”, and “higher education” and several related substrings. The search yielded 469 studies that were identified through further screening and eligibility. 69 articles were selected for inclusion in this review. The current research fields for BL in ETL can be mainly summarized into four categories: blended learning design, participants, technologies, and effects, The obtained findings identify the factors and variables related to BL that influence the effect of ETL in higher education. Additionally, the effectiveness of different BL models and approaches are investigated for ETL in higher education. The result facilitates the design and implementation of a blended or hybrid English course in higher education.
The blending learning model, a combination of onsite and online learning modalities formulated by relevant pedagogies, modalities, and technologies, offers learning experiences that involve the different factors shaping each modality, such as time, space, path, and pace, through sequential or parallel designs. In its relatively short history, this model has attracted much attention in the educational landscape. In this context, the main aim of this study is to conduct a systematic review of blended learning research by applying data mining and analytic approaches to identify the bibliometric trends and patterns and the thematic patterns in blended learning research and to present its intellectual structure. In brief, the results indicated that interest in blended learning research has remained steady, and that this interest peaked during the Covid-19 pandemic, when blended learning was applied to meet the new needs that emerged. Collaboration between social sciences and technology-related fields, as well as between health and medicine fields, has shaped the interdisciplinary approach to the subject. Trend analysis revealed that teacher training is a crucial factor for the success of blended learning adaptation, along with the adoption of appropriate technologies by educational institutions. Social network analysis and text mining identified four thematic patterns: (I) The comparison of online and onsite learning to benchmark the effectiveness and efficiency of modalities, (II) technology-mediated blended learning experiences, (III) teacher training and curriculum development to overcome the challenges of blended learning, and (IV) dominance of the positivist paradigm in blended learning research. From the bibliometric analysis of the intellectual structure of blending learning and the determination of pivotal contributions to the subject, three emerging patterns were identified: (I) widespread theoretical and conceptual discussions, (II) higher education-oriented research, and (III) the tendency to adopt a quantitative research paradigm.
Blended learning, which has emerged as a mainstream approach for bridging onsite and online learning, promises flexibility to stakeholders in the educational process. This paper argues that blended learning can be understood as a process that combines onsite and online learning by blending the strengths of one modality and neutralizing the weaknesses of the other to provide flexibility to learners, instructors, and educational institutions. This flexibility can be afforded to time, space, path, and pace through sequential or parallel designs. In blending modalities and pedagogies, it is important that technologies are properly utilized in achieving the required systematic approach to get a right mix. This paper draws attention to the issues of confusion in terminology, the need to apply a theoretical and conceptual approach to blended learning, the empowerment of educational technology with a suitable pedagogy, the development of liquid curricula to increase flexibility, the extension of the boundaries of blended learning, and the application of blended learning to social contexts as well as to pedagogical contexts.
With the advent of the information age, the way people obtain information has changed profoundly. The wave of informationization in higher education has also come with it, and the teaching mode, teaching content, and teaching form are constantly innovated. How to organically integrate information technology into education teaching in order to care for learners’ learning experience and promote the cultivation of new talents is an issue that current educational technology researchers need to pay great attention to. This paper first builds a complete blended teaching model of public English for higher education, but its application effect needs to be further examined. This paper is an investigation in the background of the current era to build a blended teaching model. Based on the continuous development of the era, the ideology and application technology of this field will keep upgrading, so the teaching model also needs to be changed and updated according to the characteristics of the development of the era. The investigation of mixed teaching modes is not permanent. The investigation of the mixed teaching mode is not permanent. At present, only a few courses apply the blended teaching mode. On the basis of the continuous updating of teaching concepts and the latest technologies, it is foreseen that the focus of subsequent investigations will be on the individualized development of the blended teaching mode.
Un cours offert sous le format comodal, ou HyFlex, peut être suivi en présentiel ou à distance par les étudiants, ce qui leur permet de choisir hebdomadairement le mode qui leur convient le mieux. Il est important, pour le développement de cette offre de formation exploratoire au sein des établissements d’enseignement supérieur, d’examiner la perspective des étudiants inscrits à ces cours. Nous avons proposé un questionnaire à tous les étudiants inscrits dans 9 cours comodaux offerts dans 4 facultés différentes d’une université canadienne; 311 étudiants (N = 311) y ont répondu volontairement. Trois grands constats émergent de notre analyse : le format comodal est grandement apprécié par les étudiants; les étudiants choisissent majoritairement la formation à distance; les étudiants tendent à se familiariser avec un mode et à le garder tout au long de la session.
The flipped classroom instructional strategy is thought to be a good way to structure learning experiences to improve student learning outcomes. Many studies have been conducted to examine the effects of flipped classroom on student learning outcomes compared to the traditional classroom, but the results were inconclusive. The purpose of this study was to examine the overall effect of the flipped classroom instructional strategy on student learning outcomes in relation to a set of moderating variables including student levels, publication types, study durations, and subject area. This meta-analysis examined studies that compared classrooms that used the flipped classroom instructional strategy and classrooms that did not. Seventeen databases were searched to identify literature meeting our inclusion criteria and resulted in 55 publications with 115 effect size comparisons on cognitive student learning outcomes published between 2000 and 2016. Overall, we found a statistically significant effect size (g = 0.193; p < .001; with a 95% confidence interval of 0.113–0.274) in favor of the flipped classroom instructional strategy. The effect size data were normally distributed and exhibited statistically significant heterogeneity. The effect sizes were significantly moderated by subject area such as mathematics, science, social sciences, engineering, arts and humanities, health, and business. No evidence of publication bias was detected in these data. A full discussion of the findings and implications for educational practice and research were provided.
Context
The flipped classroom (FC), reversing lecture and homework elements of a course, is popular in medical education. The FC uses technology‐enhanced pre‐class learning to transmit knowledge, incorporating in‐class interaction to enhance higher cognitive learning. However, the FC model is expensive and research on its effectiveness remains inconclusive. The aim of this study was to compare the efficacy of the FC model over traditional lecture‐based (LB) learning by meta‐analysis.
Methods
We systematically searched MEDLINE, PubMed, ERIC, CINAHL, EMBASE, reference lists and Association for Medical Education in Europe (AMEE) conference books. Controlled trials comparing academic outcomes between the FC and LB approaches in higher education were considered eligible. The main findings were pooled using a random‐effects model when appropriate.
Results
Forty‐six studies (9026 participants) were included, comprising four randomised controlled trials (RCTs), 19 quasi‐experimental studies and 23 cohort studies. Study populations were health science (n = 32) and non health science (n = 14) students. The risk of bias was high (36/37 articles). Meta‐analyses revealed that the FC had significantly better outcomes than the LB method in examination scores (post‐intervention and pre–post change) and course grades, but not in objective structured clinical examination scores. Subgroup analyses showed the advantage of the FC was not observed in RCTs, non‐USA countries, nursing and other health science disciplines and earlier publication years (2013 and 2014). Cumulative analysis and meta‐regression suggested a tendency for progressively better outcomes by year. Outcome assessments rarely focused on behaviour change.
Conclusions
The FC method is associated with greater academic achievement than the LB approach for higher‐level learning outcomes, which has become more obvious in recent years. However, results should be interpreted with caution because of the high methodological diversity, statistical heterogeneity and risk of bias in the studies used. Future studies should have high methodological rigour, a standardised FC format and utilise assessment tools evaluating higher cognitive learning and behaviour change to further examine differences between FC and LB learning.
Flipped learning (FL) has had a substantial impact on higher education worldwide, prompting active dialog among educational researchers and practitioners. It is widely accepted that the value of FL lies in enabling in‐depth, learner‐centered learning experiences by offloading content delivery onto pre‐class online learning. The in‐class component is thus generally considered more critical, even though both pre‐class and in‐class elements are indispensable components of FL and practitioners are faced with the issue of under‐prepared learners. In this study, we examine the significance of pre‐class learning as a gateway to the intended benefits of FL. We aim to investigate the extent to which FL pre‐class learning influences overall FL success and what other factors affect FL pre‐class learning to ascertain the implications of designing and implementing FL pre‐class learning. A college life science course was designed and implemented with the FL model for a semester, from which data were collected and statistically analyzed. The results indicate that the influence of pre‐class learning on final FL success is significant and strong. Regarding the modality of pre‐class learning materials, learners demonstrated higher levels of performance in the weeks with video materials than during those with reading materials. Among several learner factors, self‐direction was found to significantly influence pre‐class learning performance and perceived learning readiness. The role of FL pre‐class learning to attain the intended value of FL is discussed, and theoretical and practical design implications are suggested.
This study focuses on the positioning of interactive questions within learning videos. It is attempted to show that the position of a question’s occurrence has an impact on the correctness rate of its answer and the learning success. As part of the study, the interactive learning videos in which the questions are placed are used as teaching materials with a class. The pupils have been working with the videos for around one month and some interesting results could be obtained. It is shown that questions which are asked too early in the videos are answered incorrectly more often than other questions. This manuscript also recommends an adequate positioning of the first question in learning videos. The new hypothesis that the length of intervals between popping up questions plays a minor role at rather short learning videos is constructed in this publication. Moreover, the positive impact on the long-term learning success of the participants of learning videos is determined.
p class="Abstracttext">Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.
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The systematic use of technologies in order to orchestrate learning has become widely employed in the past years, and diverse technologies have been applied in a variety of teaching practices, for instance, learning tools which allow you to flip the classroom or monitor other active learning practices. However, the developed systems are only a subset of different kinds of learning materials and learning tools that an educator should take into consideration, and most importantly, they do not offer an overview of the different learning dynamics. The development of a learning ecosystem framework, which will allow us to describe " the complex of living organisms " as well as their interrelationships, will help us to better understand and further develop our teaching approaches. In this paper, we present a learning ecosystem framework and the first captured results of its application. The framework incorporates basic e-learning tools and traditional learning practices, making it accessible to anyone wanting to implement a flipped classroom experience in his/her course. Its application is based on easy-to-use tools, allowing for the incorporation of any additional specificities. This work aims to provide insights for other scholars and practitioners to further validate, examine, and extend the proposed framework. This approach can be used for those interested in incorporating flipped classroom in their teaching, since it is a flexible procedure that may be adapted to meet their needs.
Full text available freely at http://ink.library.smu.edu.sg/sis_research/2363/
The flipped classroom has been gaining popularity in recent years. In theory, flipping the classroom appears sound: passive learning activities such as unidirectional lectures are pushed to outside class hours in the form of videos, and precious class time is spent on active learning activities. Yet the courses for information systems (IS) undergraduates at the university that the author is teaching at are still conducted in the traditional lecture-in-class, homework-after-class style. In order to increase students’ engagement with the course content and to improve their experience with the course, the author implemented a trial of the flipped classroom model for a programming course with pair programming as the predominant in-class active learning activity. Student feedback on this pedagogy was generally very positive with many respondents considering it effective and helpful for learning. One of the biggest advantages mentioned by students is that they had the option to watch each video lecture as many times as required to be prepared for class. The author also observed that students were more engaged and empowered to take on more ownership for their learning. He recommends that other instructors consider rolling out their own trials of the flipped classroom incrementally for courses that would benefit the most from this pedagogy.
Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions.
Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.
The purpose of this article is to propose a blending with purpose multimodal conceptual model for designing and developing blended learning courses and programs. A blended learning model is presented that suggests teachers design instruction to meet the needs of a variety of learners. Specifically, Blending with Purpose: The Multimodal Model recognizes that because learners represent different generations, different personality types, and different learning styles, teachers and instructional designers should seek to use multiple approaches including face-to-face methods and online technologies that meet the needs of a wide spectrum of students. A major benefit of multiple modalities is that they allow students to experience learning in ways in which they are most comfortable while also challenging them to experience and learn in other ways as well. Critical to this model is the concept that academic program and course goals and objectives drive the pedagogical approaches and technologies used. Issues related to definitions of blended learning, how teachers and students use technology, generational characteristics among student populations, and learning styles are examined
There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. This research investigates six cases of institutional adoption of blended learning to examine the key issues that can guide university administrators interested in this endeavor. Cases were selected to represent institutions at various stages of blended learning adoption including (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. Cases are used to identify and elaborate on core issues related to institutional strategy, structure, and support, spanning the adoption stages.
Purpose
The purpose of this paper aims to answer the research question: How is the HyFlex model being implemented in higher education, and is it leading to greater access and equity?.
Design/methodology/approach
This comprehensive literature review covers 19 sources, 11 studies and 8 practitioner or literature reflections, studying HyFlex.
Findings
Seven focused codes formed from 23 initial codes: definition and alignment, implementation, successes, challenges, research, theory, and access and equity.
Originality/value
The HyFlex model arose to address the need of both leaner budgets in higher education and increased demands from students for varied learning options, and this paper addresses the status of this mode and a gap in the research on hybrid forms of higher education.
The flipped learning (FL) is found to be an effective teaching methodology which is accomplished in two stages. In the first stage, students take instructions and learn from pre-loaded lecture videos (out-of-class learning). In the second stage, students carry out various activities such as group discussion, think-pair-share, group quiz, etc. in presence of the instructor (in-class learning). Therefore, students get enough time to brainstorm on the topic learnt from the pre-loaded lecture. This new learning pedagogy offers quality learning for many students. However, this teaching methodology does not have provision to monitor students while taking lesson from pre-loaded lecture video unlike live classroom teaching. This may lead to severe learning incompetence for weak students.
In this study, we propose to develop a prototype (model) to monitor the student in flipped learning by capturing the brain wave of individual students passively while they are engaged with lecture video. The siamese neural network is exploited to analyze captured brain waves (EEG signal) in order to classify the students into three categories (Weak, Good, Outstanding) and two categories (Weak and Strong) based on their attention level, respectively. This will help the instructor to identify the weak students and treat them with special care. We validate the performance of the proposed classification task with the data obtained from the proposed prototype. The experimental result shows that the proposed siamese neural network outperforms other classification models.
Published under a Creative Commons (CC-BY) license, and freely available at http://edtechbooks.org/hyflex
This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.
Published under a Creative Commons (CC-BY) license, and freely available at http://edtechbooks.org/hyflex/
Flipped learning is seen as offering a more effective means of engaging students and contributing to desirable student outcomes. However, research into the efficacy of flipped learning returns mixed results. Emerging from interviews with 19 students, we find that flipped learning has both positive and negative attributes often experienced by the same student. Our research highlights that flipped learning strategies need to be purposefully conceptualised and understood as either influencing learning or facilitating learning; that the facilitating strategies are critical to satisfaction in a flipped learning environment; and the influencing strategies most likely to be resisted. Flipped learning’s fundamental assumption, that students can and will do the preparatory learning required, may be its Achilles’ heel.
This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.
Winner of the 2014 AECT Design & Development Outstanding Book Award
p>This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students' roles. The affordances of the implementation included the arousal of the students' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-to-face and online environments. The overall results show that the critical issues involved context, the pedagogical framework, instructor competency, and technical issues in the blended course design.
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This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course Imaging Our World, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 120 design students, including 27 internationals, engaged with their peers through an online forum within the host site Facebook, in addition to the traditional teaching mechanisms of lectures and tutorials. Students were required to submit work online to Facebook and provide critiques of peers' submissions. Resulting discussions were then transferred into the physical classroom with the aim of building meaningful relationships between peers based on the embryonic online connections. The evaluation process involved pre and post semester questionnaires, weekly feedback from students and project-specific reflections at the completion of the semester. The findings are discussed in light of the conflicting attitudes and assumptions regarding the 'digital native' student cohort, and the use of social media to support learning and teaching in higher education.
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