This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
This was a short 30 minute presentation that I gave during the 2013 Annual Meeting. I defined what synchronous, asynchronous, and hybrid learning was and outlined how the online learning environment would be designed to incorporate mixed methodologies. I concluded with what actions needed to be taken to ensure the online program would be successful and asked the Directors and Faculty to commit to ownership of their students' success. The major outcomes of the presentation were increased stakeholder understanding of program changes and direction.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
Flexible Delivery - what does it mean for students? (2006)JamesDunphy
Presentation to student officers in Scotland on the work of the Quality Enhancement Theme on Flexible Delivery and on the types of flexibility which might be desirable in terms of providing high quality and accessible student experiences.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
This was a short 30 minute presentation that I gave during the 2013 Annual Meeting. I defined what synchronous, asynchronous, and hybrid learning was and outlined how the online learning environment would be designed to incorporate mixed methodologies. I concluded with what actions needed to be taken to ensure the online program would be successful and asked the Directors and Faculty to commit to ownership of their students' success. The major outcomes of the presentation were increased stakeholder understanding of program changes and direction.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
Flexible Delivery - what does it mean for students? (2006)JamesDunphy
Presentation to student officers in Scotland on the work of the Quality Enhancement Theme on Flexible Delivery and on the types of flexibility which might be desirable in terms of providing high quality and accessible student experiences.
Transforming Our Teaching as Well as Our VLED2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): Transforming Our Teaching as Well as Our VLE, Dr. Sue Folley, Academic Development Advisor & Professor, University of Huddersfield, John Allport, Professor of Automotive Engineering, University of Huddersfield
1. +
A Flipped Classroom Model for Developing
Universities in Developing Countries
Asst. Prof. Dr. Muesser NAT
Cyprus International University, Cyprus
2. +
Contents
Aim of the Study
Introduction
Blended/Hybrid Learning and Flipped/Inverted Classrooms
Active Learning
Issues on Blended Learning
A Flipped Classroom Approach
Challenges
Conclusion
3. +
Aim of the Study
Create a flipped classroom model by
integrating lectures, tutorials and online
learning offerings to facilitate active learning
and enhance student engagement in large
lecture-based classes.
4. +
Introduction
Acquiring knowledge became location- and time- independent,
and role of instructors and students has changed with the
technology
Active learning increases student experiences and outcomes
Students use technologies in and out of the classroom,
therefore supporting active learning with internet technologies
should not be a big challenge
In North Cyprus, especially first year students attend lectures in
large classes
Blended learning= best of classroom instruction + best of online
delivery + using time in physical classrooms for peer-to-peer
collaboration and teacher-student interaction.
5. +
Blended/Hybrid Learning and
Flipped/Inverted Classrooms
According to Margulieux et al. (2014)
Blended and Hybrid terms used in the same concept
Hybrid courses consistently describe instructional location,
blended courses consistently describe delivery medium
Flipped and Inverted used in the same concept
Flipped and inverted courses consistently describe
institutional location and instruction type.
6. +
Flipped Classroom
Johnson (2012) and Carpenter and Pease (2012)
described flipped classroom as;
“one model of a blended classroom is the flipped
classroom, in which students access the curricular
content outside of class and then use class time to
discuss, apply, and clarify the content.”
7. +
Active Learning
"anything that involves students in doing
things and thinking about the things they are
doing”
Students fail less and get higher grades when
instructors use active learning methods in the
classroom
Introducing activity into lectures can significantly
improve recall of information
Applying active learning methods becomes a
challenge when the class size is large.
8. +
Issues on Blended Learning
Benefits
Improves the efficiency of classroom space
Increases student retention and student engagement
Reduces on-campus traffic and the need for parking spaces
Save time and travel which contributes to cost savings
Challenges
Requires a degree of self-motivation and independent learning
capabilities
Takes longer to prepare and administer than their traditional
courses
Need for specialists who can advise and assist
Ethical Issues
9. + A Flipped Classroom Approach
• After the
class
• Anytime/An
ywhere
• In the
class
• Before
the class
Students study
online materials
Students
participate in
discussions
and activities
Students
check their
understanding
and learning
Students
communicate
online with
peers/instructor
10. +
Challenges
Increased student responsibility
Instructors need to reconsider what they teach, how they teach and
how they assess learning, and how students are best encouraged to
learn
Financial investment and more facilitators are required
University must encourage instructors to develop flipped classrooms
Curriculum review process is required to ensure there is academic
and departmental support
Flipped classroom model should be implemented with caution to not
demotivate students for future offerings
11. +
Conclusion
Student-centred approach with more engagement and
interaction
Encourages students to learn out of the classroom at anytime
and anywhere with their own pace
More students will be able to take high-demand courses
Instructors will be aware of who is missing classes and will be
able to approach students who may be struggling
Students develop skills in communication, team building,
collaborative problem solving and critical thinking skills.
Faculty members will be encouraged to think more creatively
about teaching and learning
Systematic focus on transforming the learning experience of
students in large enrolment classes