Blended_Learning_Flipped_Classroom ppt.pptx

ppt

1. Blended Learning and Flipped Classroom Research Journal Entry By: [Your Name]

2. 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.

3. Literature Review – Overview Blended learning and flipped classrooms improve flexibility and active learning. The following studies highlight key findings.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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).

9. 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.

10. Results • Experimental group scored 15% higher than control. • 80% reported increased motivation and engagement. • Students preferred flexibility and interaction.

11. 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.

12. 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.