Blended learning & flipped classroom
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Blended learning & flipped classroom

Blended learning is a way of teaching that
combines online resources with in-person instruction to create a more personalized learning environment. With blended learning, instructors often make
some or all of the content available to the students outside of class-time. Taking this to the extreme, students could
consume all of the traditional lecture material at home at their own pace, and during class
time students could complete work assignments traditionally given as homework during class,
as well as other activities like team-based or project-based learning. This describes the flipped classroom model,
because it flips what students do at home and in the classroom. Typically when a teacher creates a lecture
they have to make an educated guess about the knowledge level of their audience, as
they have limited information about what each student knows or remembers. If a lecture is too difficult, then most of
the students will be lost. If it’s too easy, then most of the students
will be bored. So teachers typically end up lecturing to
the mythical middle of the class, and hoping for the best. By placing didactic content online, students
can move at their own pace. Those who are familiar with the material can
go through it quickly—even watching it at an increased speed! While others who aren’t as familiar with
it can pause to take notes, rewatch it, or call up other resources to help them understand
a concept being explained. An additional benefit for all students is
that they can choose to engage with the material when they’re most alert, which satisfies
both the early bird and the night owl. And those students who have disabilities can
take the breaks that they need without having to worry about missing out or distracting
others. Putting work assignments back in the classroom
also has a number of benefits from a learning science perspective. A lot of students describe the frustration
of feeling like they understand a concept in class, but then being confused when they
go home and try to apply it to an assignment. This is also supported by research—we learn
best through active work, not passive listening. Doing work assignments during class time means
that teachers are available when students need them the most—when they are trying
to apply their knowledge. Another place where students struggle traditionally
is with out of class group-work, because it can be hard to coordinate an in-person meet
up as well as make sure those meetings are constructive. Moving group work into the classroom setting
makes the logistics straightforward, and it also allows an instructor to keep an eye on
group meetings and to help facilitate them if needed. An important aspect of all blended-learning
environments is that they are not intended to do away with “face time” in the classroom. Unlike online classes, where all of the material
and interactions are online, blended-classrooms count on face-to-face interactions between
students and teachers. Instead of getting rid of these interactions,
blended-learning structures are intended to optimize them—moving the teacher from a
passive ‘sage-on-the-stage’, who delivers didactic lectures to a large audience, to
a more active role as a ‘guide-on-the-side,’ who interacts one-on-one with students to
help guide them in ways that would be impractical or impossible with a traditional teaching
model. By doing this, blended learning classes move
from a teacher-focused learning model to a student-focused learning model. In a traditional classroom, the approach is
generally time-based, meaning the whole class moves at the same pace—all students get
the same lesson on the same day, and are tested on that material at the same time, and then
they all move onto the next topic regardless of their individual exam performance or if
they have gaps in their knowledge. Blended classrooms are flexible enough to
allow the use of a mastery-based model, which acknowledges that not all students are going
to ‘get’ the material at the same time. Some students might need more time to understand
a topic, while at other times those same students will speed ahead. By giving students as much time as they need
on a topic and letting them decide when they are ready to be tested, blended classes can
help to ensure that students move forward only when they have shown that they can apply
what they have learned with confidence. Blended learning, though, like any teaching
approach, brings with it some important challenges. Because this approach depends on technical
resources, they have to be affordable, reliable, and easy to use for both the students and
the teachers. Often times there is also a learning curve
that has to be navigated especially for those that have never used technology in the classroom. Another challenge is making sure that the
materials are being reliably and independently consumed by the students, and they’re coming
to class prepared. This can be incentivized by closely tying
in-class work assignments to the content that is being delivered online, and can often be
tracked with learning platforms. Finally, one of the biggest challenges to
blended learning is that it really changes the role of the teacher to that of a coach
and puts students in the driver’s seat of their own learning—teaching them how to
think as well as what to learn. This shift is an important one and requires
buy-in from both the teacher and the student to be successful. When done right, though, blended learning
can lead to a much more enjoyable and effective learning experience for both parties! Alright, so as a quick recap, blended learning
combines online resources with in-person instruction, and one type of blended learning is the flipped
classroom, where students consume their lecture resources at home and spend class time doing
in-class activities. This allows the teacher to change from a passive
‘sage-on-the-stage’, to a more active ‘guide-on-the-side,’ facilitating a student-focused
learning model. Thanks for watching, you can help support
us by donating on patreon, or subscribing to our channel, or telling your friends about
us on social media.

About James Carlton

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31 thoughts on “Blended learning & flipped classroom

  1. ya, university lectures are a fuckin' joke compared to the FREE educational videos on youtube. the whole shitty system needs to be replaced and supplanted by youtube.

    but the system is strong and feeds itself. . .but i think in the next few generations we shall see its downfall.

  2. Your voice is good and makes teaching interesting .. I'm watching your video since last 6 month and it's very helpful in my study and knowledge expansion… Thank you for digital and free learning platform

  3. Nice video which explains how technology with proper pedagogy and content can be used for effective education

  4. description of video shows that it is licensed under a Creative Commons CC-BY-SA 4.0.
    However, in license type it is Standard Youtube License.

    My question is I may use/embed this youtube video link in my moodle course ?

  5. Module 13 – AEP 800: I chose this video because I think that videos like this are really easy to follow along with. It does a great job comparing and contrasting the traditional learning with blended learning. I am doing some of this currently. Almost everything I do in my classroom, I put on Google Classroom. Students are able to work at their own pace. I do notice that some students get through the tasks really quickly, and I have to try and provide those students with more challenging tasks. I appreciate that this video addressed the challenges of blended learning and a flipped classroom. This video basically explained how a lot of my classes in college operated. Standards: (ITSE.T.2a,2017) (TPK, 1)

  6. Thanks so much for the explanation. Very insightful. Question…

    What programm does one need to make videos like this. I am starting a minor in moden media and I need to make an instruction video for my student but I have no idea what program I can make my video in.

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