Using Flipped Classroom Components in Blended Courses to Maximize Student Learning

2016 ◽  
Vol 11 (1) ◽  
pp. 54-57 ◽  
Author(s):  
Scott Heinerichs ◽  
Gina Pazzaglia ◽  
Mary Beth Gilboy
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Flipped Classroom ◽  
Course Design ◽  
Educational Approach ◽  
Student Centered ◽  
Blended Courses ◽  
Consistent Basis ◽  
Bloom Taxonomy ◽  
Blended Course

Context: The flipped classroom is an educational approach that has become popular in higher education because it is student centered. Objective: To provide a rationale for a specific way of approaching the flipped classroom using a blended course design and resources necessary to help instructors be successful. Main Outcome Measure(s): Three class components are important to the flipped classroom: before-, during-, and after-classroom sessions. Each is important in helping instructors deliver content in ways that will engage students to use all levels of the Bloom taxonomy on a consistent basis. Implementing each component using a blended course delivery will allow faculty to meet the students where they are in their learning as well as maximize class time. Conclusions: Athletic training educators can successfully use flipped classroom principles in blended courses to create student-centered classes. Educators should strategically think about the course objectives and activities for each of the 3 components. Being deliberate in this approach will ensure the educator is both an expert and a facilitator helping students achieve all levels of the Bloom taxonomy to maximize student learning.

Blended Course Design

2015 ◽  
pp. 488-512
Author(s):  
Patricia McGee
Keyword(s):  
Course Design ◽  
Delivery Mode ◽  
Pedagogical Strategies ◽  
Effective Strategies ◽  
Classroom Activities ◽  
Interpretive Analysis ◽  
Blended Courses ◽  
Education Coursework ◽  
Hybrid Course Design ◽  
Blended Course

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

Conversation Design in the Electronic Discussion Age

2008 ◽  
pp. 91-106 ◽  
Author(s):  
Gregory MacKinnon
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Collaborative Inquiry ◽  
Theoretical Framework ◽  
Future Research ◽  
Blended Courses ◽  
Inquiry Approach ◽  
Conversation Theory ◽  
Blended Course

The goal of the chapter to examine a way in which Pask’ s conversation theory (CT) can be used as a theoretical framework for designing blended courses using a collaborative inquiry approach for teaching and learning in campus-based university. This chapter comprises three parts that explains a) the constructs of CT, and their relations in regard to online collaborative inquiry, b) the four principles derived from the constructs of CT and the possible use of these principles to design a blended course, and c) how the effects of these constructs can be used to assess the effectiveness of this CT based blended course design. This chapter is concluded with the discussion and implications for course design, and future research on CT.

The Meaning of Quality in Online/Blended Courses to American and Malaysian Administrators, Faculty, and Students

2019 ◽  
Vol 17 (2) ◽  
pp. 45-58
Author(s):  
Esther Smidt ◽  
Cecilia Yin Mei Cheong ◽  
Emily Dachroeden ◽  
Timothy Kochem
Keyword(s):  
Student Perceptions ◽  
Qualitative Data ◽  
Course Design ◽  
Research Question ◽  
The United States ◽  
Public University ◽  
Online Course ◽  
Blended Courses ◽  
Blended Course ◽  
Quality Features

This article compares two studies, investigating administrator, faculty, and student perceptions of quality in online/blended courses conducted in two different contexts, namely (1) two midsize public universities in the United States, and (2) a college in a public university in Malaysia. The research question explored in both studies was: What is the meaning of “quality” in an online/blended course to administrators, faculty, and students? Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top 7-8 quality features of each context as ranked by number of references. The results revealed similarities and differences in the rankings of the quality features between constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features while differences appeared to be based on where each institution was on their distance education trajectory. These findings should be considered and reflected on in online course design, teaching strategies, and student support.

scholarly journals Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Mahmoud M. Bakr ◽  
Ward L. Massey ◽  
Helen M. Massa
Keyword(s):  
Retrospective Study ◽  
Student Engagement ◽  
Student Learning ◽  
Flipped Classroom ◽  
Course Design ◽  
Dental Education ◽  
Teaching Staff ◽  
First Year ◽  
Dental Anatomy ◽  
The Impact

Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

Logic as a Blended Course

2020 ◽  
Vol 43 (2) ◽  
pp. 139-156
Author(s):  
Alex Koo ◽  
Keyword(s):  
Course Design ◽  
Learning Experience ◽  
Order Logic ◽  
Online Video ◽  
Iterative Approach ◽  
Hybrid Courses ◽  
Effective Learning ◽  
First Order ◽  
Blended Courses ◽  
Blended Course

I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action in order to address a need in the literature for detailed reports of blended classes. The second is to advance an iterative approach to blended course design that significantly lowers the bar of entry for instructions hoping to create a blended course.

Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course

2017 ◽  
pp. 603-619
Author(s):  
Hua Bai
Keyword(s):  
Instructional Technology ◽  
Teacher Candidates ◽  
Course Design ◽  
Education Students ◽  
Face To Face ◽  
Blended Courses ◽  
Group Presentations ◽  
The Face ◽  
Blended Course ◽  
Teacher Education Students

This chapter reports a study that examined the effects of an asynchronous blended instructional technology course on teacher candidates' learning. In this course, the online components and the face-to-face components were blended in a unique way. The limited number of face-to-face meetings were mainly dedicated to course introduction and the students' group presentations. Overall, the students perceived that the online learning activities were effective in helping them to learn about the instructional technology. They were satisfied with the blended mode of this course and reported strong self-efficacy in technology integration. Implications in course design, online interactions and group work in blended courses were discussed.

Blended Course Design

2014 ◽  
Vol 6 (1) ◽  
pp. 33-55 ◽  
Author(s):  
Patricia McGee
Keyword(s):  
Course Design ◽  
Delivery Mode ◽  
Pedagogical Strategies ◽  
Effective Strategies ◽  
Classroom Activities ◽  
Interpretive Analysis ◽  
Blended Courses ◽  
Education Coursework ◽  
Hybrid Course Design ◽  
Blended Course

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

Using Blended Principles to Bridge the Gap between Online and On-Campus Courses

2015 ◽  
pp. 1185-1197 ◽  
Author(s):  
Panagiota Gounari ◽  
Apostolos Koutropoulos
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Institutional Support ◽  
Safety Net ◽  
College Campuses ◽  
Blended Courses ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
Blended Course

Blended learning, and its relative HyFlex (Hybrid Flexible), are garnering up a lot of attention these days from both academics and administrators on college campuses. Organizations like the Sloan Consortium offer training in Blended Course Design; free Massive Online Open Courses (MOOC) such as BlendKit provide ways for educators to start thinking about and begin implementation of blended course design. Despite the pedagogical benefits, not all institutions are equipped to handle blended courses, instructors are not ready to jump on the blended bandwagon if there is no institutional support, and on-campus students are not very comfortable with it yet. One proposed way to ease the transition into blended learning is to combine two sections of the same course, one running online, and one running on-campus. In this chapter, the authors describe a pedagogical trial in which they adopted this proposal as a way, based on HyFlex principles, to get students thinking about the benefits of blending two sections, thus bringing in some benefits of blended learning, while retaining the “safety net” that some students feel they need when they sign up for on-campus courses.

Conversation Design in the Electronic Discussion Age

2011 ◽  
pp. 1714-1729
Author(s):  
Gregory MacKinnon
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Collaborative Inquiry ◽  
Theoretical Framework ◽  
Future Research ◽  
Blended Courses ◽  
Inquiry Approach ◽  
Conversation Theory ◽  
Blended Course

The goal of the chapter to examine a way in which Pask’ s conversation theory (CT) can be used as a theoretical framework for designing blended courses using a collaborative inquiry approach for teaching and learning in campus-based university. This chapter comprises three parts that explains a) the constructs of CT, and their relations in regard to online collaborative inquiry, b) the four principles derived from the constructs of CT and the possible use of these principles to design a blended course, and c) how the effects of these constructs can be used to assess the effectiveness of this CT based blended course design. This chapter is concluded with the discussion and implications for course design, and future research on CT.

Promoting Active Learning through a Flipped Course Design

2015 ◽  
pp. 106-130
Author(s):  
Heather D. Hussey ◽  
Bethany K. B. Fleck ◽  
Aaron S. Richmond
Keyword(s):  
Learning Theory ◽  
Flipped Classroom ◽  
Course Design ◽  
Intercultural Sensitivity ◽  
Project Based Learning ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Statistical Knowledge ◽  
Attitudes Toward Statistics ◽  
Blended Course

There are numerous ways in which faculty can deliver information in a blended course; however, the question remains as to which information is best suited to online delivery versus face-to-face. The focus of this chapter is on the flipped classroom, including a study in which a psychology statistics class was flipped and students' statistical knowledge, attitudes toward statistics, and intercultural sensitivity were assessed. In order to understand the theoretical underpinnings of the classroom, the authors examine the flipped structure through Blended Learning Theory, Problem-or-Project-Based Learning Theory, and Cognitive Taxonomy Theory. Advantages and disadvantages to transitioning to such a format as well as applications to other courses and some of the best practices in a flipped course are discussed.

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