Research suggests that one of the most effective approaches to blended or flipped learning is to use the classroom for fast-paced interaction and discussion, and the online learning space to give students time and mental room to take in new ideas, consider them, and express their thoughts in a more measured way.
Putting this idea into practice means finding opportunities for useful in class for activities, perhaps targeting one or two class sessions on topics that are consistently challenging for students or that present an opportunity for student engagement. A first step in this process could be to review the content typically covered each session and consider different ways that the information could be conveyed to students, other than through lecture. LTC consultants are available to be advisors, in this process, to help you think it through and plan.
Once you’ve decided what to flip, it’s time to look for video demonstrations, interviews, or other resources that convey the material in an accurate, compelling way. If none are easily available, you can always create a screencast or demonstration video yourself. The Videocasting Studio and our Instructional Video Production team are available to assist you with this. If you’d like to add an interactive element with MiVideo’s in-video-quiz feature, or add a reflective activity in Canvas before class, LTC can also help you out. There’s no need to sacrifice quality or dynamic presentation, when you flip a lecture!
The next step is to design the in-class activity, with the learning objectives of that part of the course in mind. The focus of the activity could be to practice the skill described by lecture and materials, to develop problem-solving strategies related to the material, or even to cultivate students’ metacognition (thinking about thinking). Once you have identified what you want students to accomplish, and determine how student work will be assessed, the type of activity that will work best often suggests itself. LTC’s pedagogical experts can advise you here, also.
Research has demonstrated that the best learning happens when in-class and out-of-class learning experiences support each other and relate directly to each other is a powerful way to achieve the course’s learning goals. To consult with an instructional designer to learn how to accomplish this in your course, email the Learning and Teaching Technology Consultants at [email protected]!
Further Reading
So, H.-J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51, 318–336.
Hodges, L. C. (2017, August). Ten Research-Based Steps for Effective Group Work - IDEA Paper 65.
Retrieved October 16, 2019 - Link.
