Blended Learning vs Flipped Learning
By
Halina Ostańkowicz- Bazan
“Any time a student
learns, at least in part, at a supervised brick-and-mortar location away from
home and, at least in part, through online delivery with some element of
student control over time, place, path, and/or pace. The modalities along each
student’s learning path within a course or subject are connected to provide an
integrated learning experience.”
The most significant
piece of the definition is the “element of student control” highlighting the
flowing instructional models to enable improved student-centered learning,
giving students greater than before control over the time, place, path, and/or
the step of their learning tracks.
Blended learning offers a balanced approach, focused on redesigning
instructional models first, then applying technology, not as the driver, but as
the supporter, for high-quality learning
experiences that allow a teacher to personalize and make the most of the learning.
The
technology helps to supply instructors with data, expand student choices for
educational resources and learning materials, and deliver opportunities for
students to practice and to exhibit the high-character performance.
Broadly
speaking, I am for blended learning, which means taking advantage of both
traditional f2f techniques and possibilities presented by new technologies.
Flipped
Classrooms generally provides pre-recorded material (video or audio) followed by
classroom activities. Learners watch the video
before or after the class, this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions,
discussions, exercises other learning activities.
This is the perfect way to “invert” doings in the class with
activities outside the teaching space.
Flipping
is not just about video and technology.
Moreover,
technology does not replace good teaching. It enhances good teaching.
Flipping
helps us to get the best use of class time. It is a methodology that permits
the instructor to involve students intensely in the collaborative community and
produce a shared problem-solving workshop.
My
students very frequently have to find some info, largely online, and in class,
they present materials on a specific subject. We use it as a foundation for
deeper analysis and actions.
Sometimes,
instead of giving lectures, I call for scholars to watch chosen PPT, videos or
podcasts at home, so when we gather in the course of work, we are able to
concentrate on the debate, as well as interpretation of the problem.
In
my point of view, there are some significant ways to involve students during a
lecture such as short demonstrations, surveyed by group debate as well as PPT
lecture, followed by expounding, discussing and particularizing the material.
I am
convinced that dialogue is necessary for my Polish History and Culture
lectures. I take advantage of novel methods to build up active learning skills
and to encourage students toward further learning, or else to mature students'
thinking skills. For most of my learners, the techniques I use
are fresh. They come to study in Poland from all the Globe and the majority of
them are not used to blended learning as well as flipped classes.
Flipping
provides students opportunities such as; interactive questioning, mind
exploration, answer “why this is important for me to recognize this?” and
student-created content.
Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped
Classrooms. “Flipped Classrooms for
Legal Education. Springer Singapore, 2016. 9-13.
http://www.christenseninstitute.org/blended-learning/
