Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Systematic Literature Review of the Use of Rich Media in STEM and Related Education

The use of video in pedagogy is well established in the modern classroom with researched understanding of its benefits. Prior literature reviews provide a foundation for the impacts within a wide scope of environments and subjects. These reviews primarily have looked at students and faculty attitudes, learning outcomes, and the impact on attendance. The impact has been spread over general subject matter with little focus on the often challenging topics of STEM education. Many topics in STEM education are highly procedural, such as mathematical proofs or writing code or conducting experiments. Understanding the costs and benefits of using video to capture these types of topics would be valuable in maximizing the benefits or avoiding concerns within STEM topics. This systematic literature review looks at the use of lecture capture and rich media within STEM and related education by looking at 30 articles from educational and STEM focused databases. Articles were selected which include findings on student and faculty attitudes, attendance, and learning outcomes as well as the impact of video and its best practices found through research. The findings within the STEM literature largely align with prior literature reviews in other subjects: video is popular among students and helps in their learning outcomes. Most research in this area focuses on video captured of the same lecture provided live in the classroom. This is shown to be effective, but some of the literature suggests further improvements to maximizing the value of both the technical merit of video as well as its pedagogical content. The goal is to determine the state of the use of video via lecture capture and prerecording in STEM education, its impact on students, and to gather recommendations and best practices from the literature

EFL TEACHERS’ REFLECTION IN THE IMPLEMENTATION OF ONLINE FLIPPED CLASSROOM: CHALLENGES AND STRATEGIES

The implementation of online flipped classroom was one of the impacts occurred due to Covid-19 pandemic in educational sector. This sudden shift caused challenges for EFL teachers. However, only a few studies researched the teachers’ challenges in implementing fully-online flipped classroom and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in implementing fully-online flipped classroom and their strategies to deal with them. This study employed a narrative inquiry method and the data were gathered with a semi-structured interview from three EFL teachers from a private university in Yogyakarta. The results showed that the teachers faced challenges including students’ motivation and engagement, students’ mixed ability, assessment, resistance to change and teachers’ workload. Teachers’ strategies were: maximizing synchronous meeting, providing meaningful and personalized feedback, assigning groupwork, utilizing formative assessment and collaborating with colleagues. This study can help the teachers to identify their challenges in implementing flipped classroom in an online environment and find the solutions

Exploring the Classroom Environment in a Grade 7 Flipped Science Class in the Philippines

The limitations of the traditional lecture method of teaching motivated teachers to transform education based on how students learn and the kind of environment they are in by integrating technology into the teaching and learning process. Using a descriptive research design, this study compared the characteristics of the classroom in a conventional classroom (CC) and a flipped classroom (FC) setting. Two intact classes of Grade 7 students participated in this study. The FC strategy investigated in this study encouraged learners to learn at their own pace by coming to class prepared for active learning activities. Class activities were observed, and classroom observation scores for each setting were gathered and analyzed. Statistical analysis showed that there was sufficient evidence to say that the classroom environment in class observation days 8, 9, 10, 13 and 14 (p-values of 0.0152, 0.0012, <0.0001, 0.0006, and <0.0001, respectively) were significantly different for the two classroom set-ups with the FC set-up showing a better classroom environment than the CC in terms of productivity, quality of feedback, language modeling, instructional learning format, and concept development. During the first four days of implementation, there was a lack of a pleasant atmosphere, effective behavior management, high-quality feedback, high levels of productivity, and the creation of new concepts. In addition, the action undertaken by the teacher/researcher to address the challenges in developing a positive classroom environment in the flipped classroom was discussed in this study. &nbsp

Flipping the Classroom: How Reversing Teaching-Learning Process Can Improve Learner's Comprehension in Learning Foreign Language

Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with the recent practices and findings in the western countries. After the analysis it can be concluded that this method can be applied at BINUS University but on several conditions such as the improvement of infrastructures, and the teacher's awareness and understanding to optimize their understanding about flipped learning

Here or There Instruction: Lessons Learned in Implementing Innovative Approaches to Blended Synchronous Learning

Here or There (HOT) instruction is a blended synchronous approach that enables students from on-campus (“here”) or a remote location (“there”) to participate together in class activities in real time. The purpose of this article is to share three different cases at two universities that illustrate different implementations of HOT instruction, explain the affordances of these varied approaches, provide best practices that are common to each, and share lessons learned along the way. Readers will gain a better understanding of how to implement a range of innovative HOT approaches, and in what context(s) they might choose one approach over another. The authors’ experience indicates that sound pedagogical principles along with pragmatic considerations, such as class size, available technology, and instructor’s skills, should guide decisions regarding use of these blended synchronous approaches. Future research should look towards what impact blended synchronous environments have on student outcomes

Blended Learning Outcomes in Academic and Professional Writing

Much has been written about the potential of online learning. Advantages discussed in the literature include practical considerations such as career preparation, convenience, and savings in time and money, the ethical benefit of open access and the environmental one of reduced paper and printing; learning benefits such as improved creativity and support for a more learner centered environment, learner autonomy, and the establishment of standards. This study documents the learning outcomes of 28 undergraduate students studying Professional and Academic Writing in a blended learning environment. Outcomes reflect gains in academic English writing skills, with specific reference to the use of the process approach to writing. Evidence from students’e-portfolios provides a rich source of learners' engagement in the planning, drafting, revising and presenting steps of paper completion. Further evidence shows how students develop information literacy through the use of the online learning materials. The instructional design features of particular tasks along with the e-portfolio used for formative evaluation are also analyzed for their contributions to the learning outcomes

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.WOS:000616425700001Scopus - Affiliation ID: 60105072Emerging Sources Citation IndexArticle; Early AccessUluslararası işbirliği ile yapılan - HAYIRŞubat2021YÖK - 2020-2