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Blended Learning Flipped Classroom

The document examines the effectiveness of blended learning and flipped classrooms in enhancing student engagement and performance, addressing the limitations of traditional classroom models. It reviews various studies that highlight the benefits of these approaches, including increased flexibility, deeper learning, and improved interaction. The research findings indicate that students in a flipped classroom model showed higher scores and greater motivation compared to a control group, emphasizing the need for proper implementation and resources.

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154 views12 pages

Blended Learning Flipped Classroom

The document examines the effectiveness of blended learning and flipped classrooms in enhancing student engagement and performance, addressing the limitations of traditional classroom models. It reviews various studies that highlight the benefits of these approaches, including increased flexibility, deeper learning, and improved interaction. The research findings indicate that students in a flipped classroom model showed higher scores and greater motivation compared to a control group, emphasizing the need for proper implementation and resources.

Uploaded by

Domomo XD
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Blended Learning and Flipped

Classroom
Research Journal Entry
By: [Your Name]
Statement of the Problem /
Objective
• Problem:
Traditional classroom models often limit active learning and engagement.

Objective:
To examine the effectiveness of blended learning and flipped classrooms in
improving engagement and performance.
Literature Review – Overview

• Blended learning and flipped classrooms improve flexibility and active learning.
The following studies highlight key findings.
Literature Review – Staker & Horn
(2012)
• Key Idea:
Blended learning integrates online digital media with traditional methods to
provide flexibility.

Implication:
Students control time, place, and pace, enhancing autonomy.

Citation:
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight
Institute.
Literature Review – Bishop &
Verleger (2013)
• Key Idea:
Flipped classrooms invert the traditional learning structure for active learning.

Implication:
Increases engagement and supports problem-based learning.

Citation:
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the
research. ASEE.
Literature Review – O’Flaherty &
Phillips (2015)
• Key Idea:
Flipped classrooms promote deeper learning and critical thinking.

Implication:
More interaction and feedback opportunities during class.

Citation:
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher
education. Internet and Higher Education.
Literature Review – Chen et al.
(2014)
• Key Idea:
Interactive components are essential for an effective flipped model.

Implication:
Simply flipping the classroom without interactivity is insufficient.

Citation:
Chen, Y., Wang, Y., & Chen, N.-S. (2014). Is FLIP enough? Computers & Education,
79, 16–27.
Literature Review – Lo & Hew
(2017)
• Key Idea:
Challenges include student preparedness and tech access.

Implication:
Institutions need support and resources for success.

Citation:
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges.
RPTEL, 12(1).
Methods

• Research Design: Descriptive and Experimental


Participants: 60 college students (control & experimental)
Instruments: Pre/Post-tests, Engagement Survey
Procedure:
1. Introduced flipped model to experimental group
2. Online videos and quizzes
3. Active in-class sessions
Data Analysis: T-test, thematic analysis.
Results

• • Experimental group scored 15% higher than control.


• 80% reported increased motivation and engagement.
• Students preferred flexibility and interaction.
References

• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the
research. ASEE.
Chen, Y., Wang, Y., & Chen, N.-S. (2014). Is FLIP enough? Computers & Education,
79, 16–27.
Lo, C. K., & Hew, K. F. (2017). RPTEL, 12(1).
O’Flaherty, J., & Phillips, C. (2015). Internet and Higher Education, 25, 85–95.
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning.
Reflection

• Blended learning and flipped classrooms shift from teacher-centered to student-


driven approaches. These models enhance comprehension and promote
collaboration.

However, implementation requires preparation, resources, and support. When


applied effectively, these approaches can transform education into dynamic,
learner-focused environments.

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