Despite the abundant possibilities to blend on-line with face-to-face instruction, it is difficult to find a framework that allows instructional designers to clearly situate their particular design among the different varieties of blended-learning approaches. This poster details the mix of technology-supported and active learning applied in a first-year bilingual module at Oviedo University (Spain) and, following the taxonomy supplied by Margulieux et al. (2014),categorizes it as a “Flipped Classroom”. This framework uses two critical dimensions to differentiate types of blended courses: the medium of delivery and the instruction type that learners experience. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution. It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, content was delivered through videos in English of the different topics. Students watched them before lessons and answered a questionnaire, both through the University VLE. The instructor mediates between students and content through mini-lectures and Just-in-Time Teaching. In-class sessions follow a student-centered active learning approach based on individual practice combined with peer-instruction mediated by the instructor. In the quadrant taxonomy exhibited this design can be categorized as “Flipped classroom,” since it is situated inside the central space of blended learning experiences, although near the borderline withF2F-mixed and instructor-mediated praxis.

1. A "Flipped classroom" learning design in Higher
Education: components and application
BA in Business
Administration
and Economics
World Economy
Teacher’s wrap-up sessions based on pre-class , post-video questionnaires
In-class quizzes solved using Socrative apps (http://www.socrative.com/)
Wall-paper and poster activities
Balance of Payments exercises and working sheets
World Trade Organization puzzle session
World Trade Organization case analysis with Pecha-Kucha presentations
Foreign Exchange market peer review exercises
Country report working sheets
2013-2014
“Flipped Classroom” design
Topic-based videos in English in VLE
Pre-class online questionnaires
Core mini-lectures (JiTT)
Student-centred in-class active learning
Individual practice combined with instructor-mediated
peer instruction
World Economy
In-class activities
6 ECTS
English-taught
1st year
module
Núria Hernandez-Nanclares (nhernan@uniovi.es)
Antonio Jimenez-Munoz (jimenezantonio@uniovi.es)
Instruction Type
% F2F contact
time (42h)
Mini-lecture Active learning
33.3 (14h) 66.6 (28h)
Information Delivery Medium
% Total
information
(7 topics, 80 key
concepts )
via instructor, F2F By VLE, videos
25% 75%
Quantifying the design
Lecture vs. practice
Information delivery through
lecturer vs. technology
CLIL
Delivery via instructor
Instructor-transmitted
F2F Mixed
(76-100% instructor, 0-
24% technology)
Instructor-mediated
Information
transmission
Lecture
Hybrid
(76-100%
information, 0-
24% praxis)
Blended
(25-50% instructor,
25-50% technology; 25-
50% information,
25-50% praxis)
Practice
Hybrid
(76-100%
praxis, 0-24%
information)
Praxis
Technology
-
transmitted
Online Mixed
(76-100% technology,
0-24% instructor)
Technology
-mediated
Delivery via Technology
#DESIGN4LEARNING
26-27 November 2014 at The Open University