The presentation summarizes strengths and weaknesses of instructional strategies used in flipped model of blended learning.

1. University of Vocational Technology
Annual Research Symposium - 2018
COMPARING THE STRENGTHS AND WEAKNESSES
OF INSTRUCTIONAL STRATEGIES USED IN FLIPPED
CLASSROOM LEARNING
- A REVIEW -
S.A.N. DANUSHKA

2. CONTENT
1. INTRODUCTION
2. METHODOLOGY OF REVIEW
3. BLENDED LEARNING
FLIPPED MODEL
INSTRUCTIONAL STRATEGIES
SAPL & SASL
4. FINDINGS
5. CONCLUSIONS
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3. INTRODUCTION
Learning and teaching are changed over the time due
to many reasons. Technology is one that makes them
changed rapidly in the modern world.
LEARNING
TEACHING
TECHNOLOGY
Face to Face
Learning
Online Learning
Blended
Learning
Technology integration
The New
Move
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4. METHODOLOGY OF REVIEW
The survey questions were;
1. What are the instructional strategies used for
Flipped classroom teaching and learning?
2. What are the potentials and weaknesses of
instructional strategies used Flipped classroom
teaching and learning?
3. Which strategy will be supportive for effective
flipped classroom learning?
As Blended learning combines face-to-face and online instruction, learning
pace, path, place, and time is decided by the student. Therefore
instructional strategy selection is more challenging. Strategy should be
focused on student interactive, collaborative and individual learning.
Note: Research papers were selected for the review based on the number of citations
received for the papers published on peer reviewed journals during the past 10 years.
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5. BLENDED LEARNING: DEFINITION
Blended Learning is defined as half
bricks and half clicks.
(Bleed, 2001, p. 18)
FLIPPED MODEL
(Staker and Horn, 2012, p. 11)
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6. INSTRUCTIONAL STRATEGIES FOR FLIPPED MODEL
The structured review found out three instructional strategies used in flipped model
of blended learning. Further, survey found out the potentials and limitations each
strategy. They are as follows.
1. Self-Directed Learning (SDL) - learners take individual initiative to
diagnose learning needs and goals, identify learning materials, decide
appropriate learning strategies and evaluate themselves (Knowles,
1975, Garrison, 1992, Smith, 2002).
2. Self-Regulated Learning (SRL) - “Self-regulated learning is defined as
the strategies that students use to regulate their cognition (i.e., use of
various cognitive and metacognitive strategies) as well as the use of
resource management strategies that students use to control their
learning”. (Pintrich, 1999, p.459, Saks and Leijen, 2014, Zimmerman,
2002)
3. Self-Paced Learning (SPL) - “Self-paced or individualized learning is
defined as learning directed by the individual in order to meet personal
learning objectives.”(Soyemi, Ogunyinka & Soyemi, 2012, p. 130, Inkson
& Smith, 2001) UoVT Symposium - 2018 6

7. SDL is learner- centered and produces an autodidactic learner (Scott, 2006). Leaner
autonomy is ensured by the SDL (Roberson, 2005). Overall responsibility of learning
comes to the students. Quality materials should be provided to keep the effectiveness
of SDL. SDL is based on two factors: Process and Personal attributes (Garrison, 1992,
Kim, 2004, Roberson, 2005, Hung et al, 2010, Song & Hill, 2007). SDL is process-
oriented.
A critical insight on the difference of SDL and SRL has been provided by Saks and
Leijen (2014). As they have concluded SDL is wider and applied outside the traditional
classrooms. Conversely, SRL is narrower and applied in school classrooms. SRL is task-
oriented. SDL is process-oriented. SRL is supervised by a teacher and SDL ensures the
learner autonomy. SDL originates from andragogy and SRL originates from cognitive
psychology (Saks and Leijen, 2014).
SPL is only on pace of learning. It does not work on planning and evaluation phases
of learning. SPL does not mean deep learning like SDL and SRL and it is limited to
learner control over the pace of learning, content and strategy. SPL is narrower than
both the strategies, SDL and SPL. SPL is time-oriented.
Cont’d……
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8. SAPL & SASL
NEW DIDACTIC PROCEDURES IN TECHNOLOGY INTEGRATED LEARNING
Self-Adaptable-Strategy in Learning (SASL) is defined
as individual learning strategy which the particular
learner feels comfortable in achieving self-educational
objectives and goals within the stipulated educational
context.
The survey proposes two didactic procedures which could be seen in
flipped classrooms . And, these two procedures can be seen any
educational contexts. Both of them are subjective to individual learners.
Self-Absorbable-Pace of Learning (SAPL) is defined as
individual speed of learning which eventually supports
the learner’s internal cognitive absorption and insight.
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9. CONCLUSIONS AND OBSERVATIONS
The present survey concludes the followings.
• SDL & SRL are based on rich theoretical underpinning. Theoretical insight about SPL is
still a blank.
• Learner autonomy, Self-efficacy and Motivation can be fully maximized in SDL. SDL is
the best strategy for flipped model of blended learning once SRL and SPL skills are
integrated.
The relationship between the three strategies can be figured out as follows.
Inter-dependency of three strategies (SPL, SRL and SDL)
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10. REFERENCES
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1. Bleed, R. (2001). A hybrid campus for the new millennium. Educause Review, 36(1), 16-22.
2. Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An
analysis of responsibility and control issues. Adult education quarterly, 42(3), 136-148.
3. Knowles, M. (1973). The adult learner: a neglected species
4. Roberson Jr, D. N. (2005). Self-Directed Learning--Past and Present. Online Submission.
5. Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and
measuring them in the e-learning context. Procedia-Social and Behavioral Sciences, 112, 190-
198.
6. Scott, K. W. (2006). Self-directed learners’ concept of self as learner: Congruous
autonomy. International Journal of Self-Directed Learning, 3(2), 1-13.
7. Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy.
Infed, the Encyclopedia of informal education.
8. Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in
online environments. Journal of Interactive Online Learning, 6(1), 27-42.
9. Soyemi, J., Ogunyinka, O., & Soyemi, O. B. (2012). Integrating self-paced e-learning with
conventional classroom learning in Nigeria educational system. Mediterranean Journal of
Social Sciences, 3(4), 127-133.
10. Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute.