Flipped and Blended: Approaches, Examples &

Benefits

Jen Parker, Instructional Designer David Des Armier, Instructional Designer

Objectives1. Define hybrid/blended and flipped.

2. Identify benefits of hybrid/blended and flipped approaches.

3. Describe examples of hybrid/blended and flipped approaches.

4. Discuss considerations for using hybrid/blended and flipped in your courses.

Blended/Hybrid Definitions ● UConn defines blended where “online contact regularly

displaces some portion of the required contact hours that would normally take place in a scheduled face-to-face class. Some instruction, learning activities, and/or interactions occur in regularly scheduled face-to-face classes.” (http://itl.uconn.edu/formative-evaluations/)

● Blended: Percentage of the course content is online (30-79%); remaining content delivered face-to-face (Allen & Seaman, 2015)

TRADITIONAL

Tuesday’s Class Thursday’s Class Tuesday’s Class Thursday’s Class

BLENDED/HYBRID

Image Source: http://www.elearningserv.com/blog/wp-content/uploads/2014/12/Blended-Learning2.jpg

Flipped Classroom Definitions ● Traditional classroom: lectures and note-taking in class

followed by homework out of class(Chen, Wang, Kinshuk, & Chen, 2014).

● Flipped classroom: lectures (recorded online) and note-taking occur out of class followed by collaborative, active learning such as conducting and sharing homework in class (Chen et al., 2014; Kim, Kim, Khera, & Getman, 2014; O’Flaherty & Phillips, 2015; Roach, 2014).

Traditional vs. Flipped Classroom

Blended vs. FlippedDelivery Mode Blended Flipped

Online Online learning displaces some contact hours.

No displacement of contact hours.

Content and lectures delivered online and reviewed by students prior to class.

Face-to-Face (F2F) Contact hours reduced (Allen & Seaman, 2015).

Some learning occurs during regularly scheduled classroom meetings.

Contact hours remain the same.

Classroom meeting time spent doing active learning.

Benefits of Blended & FlippedBenefits (Source: Blended Learning Toolkit; Flipped Classroom Trends Report 2015)

For Students

● Improved learning: better performance & grades; higher-order skill development

● Increased interaction: more discussions & interactive learning during class time

● More personalized: interests of the subject matter, construct knowledge

● Greater flexibility & control: learn on their own time, convenience

For Faculty

● Increased student engagement: students come to class prepared & ask more questions

● More learner-centered teaching: class time focused on student needs & higher levels of learning

● Improved learning environment: students engaged & prepared, collaborative & community-based

● Know students better: build better personal student relationships & learning community

UConn ExamplesPHIL 1101 - Problems of Philosophy

(Blended/Hybrid Example)PSYC 2100WQ - Principles of Research

(Flipped Example)

Discussion

● How are you considering using flipped or blended approaches?

● What are the challenges with using flipped and blended approaches?

Blended & Flipped Resources

We will email all participants this

resource document.

Recommendations

● Make sure your hybrid/blended course is properly coded in PeopleSoft. (There’s no code needed for flipped.)

● Communicate clearly with students about your course design/approach and expectations.

● Measure the impact on student learning and make adjustments if needed.

ReferencesAllen, E. I., & Seaman, J. (2015). Grade level: Tracking online education in the united states. Babson, MA: Babson

Survey Research Group and Quahog Research Group, LLC. Retrieved from

http://www.onlinelearningsurvey.com/reports/gradelevel.pdf

Blended learning toolkit (n.d.). Retrieved from https://blended.online.ucf.edu/. Is licensed under CC by 3.0

Chen, Y., Wang, Y., Kinshuk, Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?

Computers & Education, 79, 16-27. doi:10.1016/j.compedu.2014.07.004

Flipped Classroom Trends: A Survey of College Faculty (August, 2015). Madison, WI: Magna Publications.

Mid-semester formative evaluations (n.d.). Retrieved from http://itl.uconn.edu/formative-evaluations/

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet &

Higher Education, 25, 85-95. doi:10.1016/j.iheduc.2015.02.002

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning

outcomes. International Review of Economics Education, 17, 74-84. doi:10.1016/j.iree.2014.08.003