Online Learning, Blended Learning, and Flipped Learning PDF

UNIT 2 ONLINE LEARNING, BLENDED LEARNING, AND FLIPPED CLASSROOM I. Definitions A. Online Learning Scientifically, online learning can be described as an approach to pedagogy enabled by d...

UNIT 2 ONLINE LEARNING, BLENDED LEARNING, AND FLIPPED CLASSROOM I. Definitions A. Online Learning Scientifically, online learning can be described as an approach to pedagogy enabled by digital technologies for the expression of content and for conducting interactions in learning. It is typified by: 1. Asynchronous or Synchronous Delivery: Content is accessed at the convenience of the learner or in real time. 2. Virtual Learning Environments: These are platforms where various facilities of content delivery, communication, and assessment are provided. 3. Learner Autonomy: Online learning often fosters both self-paced learning and independent study. B. Blended Learning Scientifically viewed, blended learning means a pedagogical model which includes both face-to-face contact and segments of online learning. Main characteristic features: 1. Blended: A combination of online and face-to-face elements to offer an enhanced learning experience. 2. Personalized Learning: Blended learning can provide personalized instruction based on individual learners' needs and preferences. 3. Flexible Learning Pathways: Options for learning are provided through online modules, in-person workshops, or hybrid activities. C. Flipped Classroom The flipped classroom scientifically represents a pedagogical approach that inverts the traditional lecture-homework format and is characterized by: 1. Pre-Class Content Delivery: Learners access new content (for example, videos, readings) outside of class. 2. In-Class Application: Class time will be used to apply learning through activities, discussions, and problem-solving. 3. Active Learning: Flipped classrooms focus on active learning and collaboration. II. The historical context and evolution A. Online Learning 1. Early Years (1960s-1970s) a. Distance Education: The idea of distance education appeared in the 1960s, in which a student would learn without actually attending a classroom. The early forms were correspondence courses and radio/TV broadcasts.  b. CAI: During the 1970s, some CAI programs started to be developed, using computers for delivering educational content together with some interactive learning experiences. 2. The Rise of the Internet (1990s-2000s) a. World Wide Web: In the early 1990s, the World Wide Web was developed and made this area a place to deliver education content and facilitate online communication. b. E-Learning: The universities and other learning institutions began to develop online courses, with the initial concentrations on basic skills and continuing education. c. MOOCs: Starting in the early 2000s, MOOCs introduced an idea whereby higher education opened up to a worldwide audience through pioneering institutions such as Stanford and MIT. 3. The Evolution of Online Learning Platforms: 2000s-2010s a. Learning Management Systems: These include Blackboard, Moodle, and Canvas, developed as LMS platforms that would provide an infrastructure for online learning comprehensive in content delivery, communication, and assessment. b. Social Learning: Online learning gradually started incorporating the use of social media and online communities that permit many more collaboration and peer-to-peer learning. c. Mobile Learning: As the usage of smartphones and tablets increased, so was born the development of mobile-optimized online learning experiences. 4. The COVID-19 Pandemic and Beyond (2020s) a. Rapid Adoption: Online learning has been adopted very rapidly, as the COVID- 19 pandemic has necessitated having classes online so that education may not be disrupted. b. Hybrid Learning: Several institutions had to use hybrid or blended learning modes, combining online and face-to-face instruction. c. Advancing technology: In addition, the pandemic accelerated innovations in fully immersive virtual and augmented reality applications in online learning technologies. B. Blended learning Blended learning has been defined as an approach of teaching that combines face- to-face instruction with online learning elements. While its antecedents are traceable to the early days of distance education and computer-assisted instruction, it was only until the late 20th and early 21st century that the term "blended learning" started gaining wide usage. 1. The Rise of the Internet - 1990-2000 Access to the use of the World Wide Web permitted universities and other entities in the 1990s to offer courses online, many as supplements to traditional face-to-face instruction. Soon, the term "hybrid learning" began to catch on, to  describe those educational programs that blended online and face-to-face components. 2. Blended Learning: Coming of Age, 2000s-2010s With the advance in technology and access to the internet, blended learning became popular in learning institutions. Moreover, different blended learning models came into existence, like the rotation model, flex model, and flipped classroom. In general, digital technology integration refers to the rising infusion of digital tools and platforms into face-to-face instruction. 3. The COVID-19 Pandemic and Beyond (2020s) The COVID-19 pandemic forced all educational institutions to rapidly adopt blended and online learning models as compulsion for continuity of education. The pandemic catalyzed the development of new blended learning tools and approaches. Experiences during the pandemic are likely to set the scene for future directions on blended learning, as institutions are bound to further explore how best to combine online and face-to-face modes of instruction. C. Flipped learning Flipped learning is a pedagogical approach in which learners study new content at home and engage in the application of what they have learned during the class. Over the last five or six years, the popularity of flipped learning has grown phenomenally. Yet, though the name may be new, flipped learning itself is not all that new. 1. Early Influences (1960s-1970s) Distance Education: Forerunner of flipped learning was distance education which, for the first time, freed the students from going to a classroom. Correspondence courses and radio/TV broadcasts were forms of distance education in which a student learned independently. Computer-Assisted Instruction: Programs published during the 1970s were designed for CAI to provide individual learning or a medium in which students could gain access to educational content outside of the traditional classroom. 2. The Rise of Online Learning(1990s-2000s) E-learning courses: Development within the 1990s, therefore, offered students further possibilities to have greater flexibility in the access of educational materials. This formed a very great basis for the flipped classroom approach in which students can learn new content at their pace. Digital tools: Increasing access to digital tools, such as video conferencing and learning management systems, provided the opportunity for education to be both delivered and consumed outside the classroom. 3. The Emergence of Flipped Learning (2000s-2010s) Bergmann and Sams: The term "flipped classroom" was popularized by Jon Bergmann and Aaron Sams, who introduced the concept in their book "Flipped Learning: A Guide to Creating and Implementing a Blended Learning Classroom" in 2012. Active Learning: Flipped learning occurred when active learning and student- centered instruction became increasingly emphasized. It provided a means to  refocus classroom time away from lecturing toward more activity-oriented approaches. Integration of Technology: Increasingly, available technologies for video recording, as well as online platforms, made it easier for educators to develop and deliver the content for flipped classrooms. 4. COVID-19 Pandemic and Beyond (2020s) COVID-19 Forced Adoption: The COVID-19 pandemic forced many learning institutions to adapt to either an online or hybrid learning model. This has accelerated the adoption of the flipped learning model to provide learners with meaningful learning experiences. Innovation: The pandemic also accelerated innovation in flipped learning as educators, out of necessity, began experimenting with new tools and strategies to engage students remotely. III. Characteristics A. Online Learning Online learning, also sometimes referred to as distance learning or e-learning, represents a continuously expanding mode of higher education delivery. With online learning, students enjoy flexibility, convenience, and choices in course selection. Some of the defining characteristics of university-level online learning include the following: 1. Delivery: Asynchronous or Synchronous Asynchronous refers to the fact that students may access and complete course assignments at any time, without requiring real-time interaction with instructors or other students. This allows for more flexibility and lets students have a variety of schedules. Synchronous includes real-time online sessions of students through live lectures, webinars, and video conferencing. This may increase interactivity in learning. 2. Utilization of Platforms and Tools Online Learner Management Systems, such as Blackboard, Canvas, or Moodle and act as the clearinghouse for course materials, communication, and assessment. Course materials, including textbooks, readings, videos, and multimedia resources, are often delivered digitally. The online tools-such as discussion forums, chat rooms, and group collaboration software-facilitate communication and cooperation among students working on assigned projects. 3. Independent Studies and Self-Paced Learning Learners online have to be self-directed, motivated, and disciplined regarding time management and the ability to keep up with course requirements. The student must, therefore, set aside good time for academics amidst other responsibilities. Online learners have to be resourceful in finding and accessing needed materials and seek help when required. 4. Flexible Learning Options  Students can study from any location with access to the internet, opening up a world of lifestyle and work possibilities. Most of the online courses provide part-time or full-time enrollment depending on the convenience of the students. Some of these may provide asynchronous and synchronous courses in their programs, while others may have learners choose either a self-paced or instructor- paced version. 5. Availability of great variety of subjects/courses Online learning can connect students with universities and courses from around the world, expanding their educational opportunities. Online programs usually contain a bunch of specialized courses and degree programs concerning a wide range of interests and career goals. Online learning may help facilitate lifelong learning or professional development. 6. Potential Challenges and Considerations Technical Problems: Students might also face some problems with their computers, internet, and online platforms. Social Isolation: The rare possibility of face-to-face interaction with instructors and peers may at times make online learning a bit isolating. Motivation and Self-Discipline: Maintaining motivation and self-discipline could be quite difficult in a virtual learning environment. B. Blended Learning Blended learning or many people know as hybrid learning combines online and conventional learning to make more personalized and engaging learning experience. By doing so, it offers students the flexibility of online learning while also providing the benefits of in-person instruction. The list below will explain some characteristics of blended learning. 1. Combination of Online and Face-to-Face Instruction By accommodating different requirements and learning styles, blended learning provides interactive, personalized, and adaptable learning formats that increase student motivation and engagement. 2. Integrated Use of Technology Online platforms are used in blended learning to facilitate communication, information distribution, and independent study. Textbooks, readings, films, and multimedia materials are examples of digital content. Through the use of interactive whiteboards, clickers, and online collaboration tools, technology integration improves in-person training. 3. Student-Centered Learning Through group projects, conversations, and practical exercises, blended learning encourages active learning. It also gives students individualized online and in- person feedback and builds learner autonomy through independent study and self- directed learning. 4. Opportunities for Collaboration and Social Interaction  Blended learning offers students the chance to build relationships and collaborate in face-to-face settings, participate in online communities, and create hybrid learning environments where they work both online and in person. 5. Flexibility and Convenience Blended learning provides students with flexible options for time, place, and pace of learning, saving time and commuting costs. It also enhances accessibility, making education more accessible to students who may struggle with traditional face-to-face classes. C. Flipped Learning A pedagogical strategy called "flipped learning" flips the conventional classroom paradigm. Students study new content outside of class (usually through texts or videos) and then apply it in class through discussions, activities, and problem-solving. This replaces traditional lectures. The following are the salient features of flipped learning in higher education: 1. Pre-Class Content Delivery To explain course concepts, instructors produce interesting videos. Students may also receive readings or other assignments, which they can access on their devices and at their own speed. 2. In-Class Active Learning During class, students apply what they have learned outside of the classroom through group projects, discussions, and problem-solving exercises. Instructors provide quick feedback and guidance during in-class exercises. By giving students the chance to experiment and apply concepts in a welcoming learning environment, flipped learning promotes deeper knowledge. 3. Student-Centered Learning Students are encouraged to participate and engage actively in flipped learning. Teachers are able to adjust in-class activities to each student's requirements and interests. In addition, a common feature of flipped learning is the inclusion of group projects that help improve students' communication and cooperation abilities. 4. Technology Integration The delivery and administration of course materials in flipped learning frequently depend on online platforms. Teachers can produce excellent instructional videos by using video editing tools. To improve student engagement, flipped learning can make use of interactive resources like online tests or simulations. IV. Advantages and disadvantages A. Online Learning Here are some advantages and disadvantages of online learning. Advantages Disadvantages Flexibility and student-centered learning Withdrawal and attrition  Reduced costs and increased More time taking collaboration Navigation and exchange of ideas Easier to procrastinate Variety of courses and learning styles Self-motivation and self-management; The only key to success Career advancement opportunities Online courses may create a sense of isolation Enhanced time management skills Cheating prevention is complicated Immediate feedback Prolonged screen exposure can lead to health problems Online classes are not for computer illiterate persons B. Blended Learning Blended learning offers numerous benefits, including flexibility in the learning process, allowing for various activities, teaching approaches, pacing, and student groupings. It also provides students with the opportunity to work with faculty staff through technology, fostering bonding and enabling students who may be less confident in group environments to seek extra support. However, blended learning also presents challenges. For instance, some students with Individualized Education Programs may need access to audio versions of texts, which would require a teacher or aide to read the text to the student. Blended learning allows for personalized education, allowing students to work at their own pace and fully understand new concepts before moving on. Blended learning also promotes autonomy, self-regulation, and independence, as it normalizes the frequent use of technology. This approach can help students who may experience stigma due to their learning differences engage in the classroom experience with less anxiety. The level of freedom and trust in students to control their own learning, combined with the flexibility of time and location, can improve student retention overall. In conclusion, blended learning offers numerous benefits, including increased flexibility, greater engagement, personalized education, and improved student retention. By allowing students to manage their time and workload, blended learning prepares them for their working lives, enhancing their transferable skills for the future. On the other hand, Blended learning (BL) can have technical disadvantages if not properly planned and executed. It relies heavily on reliable, user-friendly, and up-to- date tools to impact the learning experience. Blended learning models often require students to use technology outside the classroom, which can be challenging for some learners. IT literacy can also pose a barrier to accessing course materials. Group work can be challenging due to online management issues. E-learning platforms can be more time-consuming and come with new costs. Access to network infrastructure is another critical issue. Despite the digital divide narrowing, many students lack internet access, even in their classrooms. To incorporate BL strategies into an organization's  pedagogical strategy, learning centers should be built with good Wi-Fi connections. Addressing these issues is crucial for successful BL implementation. C. Flipped Learning The pictures below show the advantages and the disadvantages of flipped learning. Disadvantages Internet accessibility fluctuates Heavy reliance on student motivation Promotion of a lackadaisical learning environment Keeping everyone on the same subject can get tricky Testing will become difficult V. Challenges A. Online Learning Technical Difficulties Disruptions and irritation can result from technical problems that students and teachers have with their devices, internet connections, or online platforms. Lack of Social connection Since students may not have as much in-person connection with peers and professors as they would in person, online learning can occasionally feel isolated. Social and emotional development may be impacted by this. Motivation and Self-Discipline Because online learners have to set their own schedules and pace, it can be difficult to stay motivated and disciplined. Equity Concerns If students do not have access to the required technology or resources or do not possess the essential abilities to successfully traverse online environments, online learning may make already existing equity disparities worse. B. Blended Learning Technical Difficulties Blended learning can be negatively impacted by technical difficulties, just like online learning. Ineffective Integration  The overall learning experience may be negatively impacted if the online and in- person components of blended learning are not properly connected. Equity Concerns In the event that students lack access to the required technology or resources, blended learning may also make equity inequalities worse. Teacher Preparation Teachers must put in a great deal of planning and preparation in order to implement blended learning successfully. C. Flipped Learning Technical Difficulties When accessing or using online materials, teachers and students may run into technical difficulties. Student Resistance If students are used to traditional lecture-based instruction, they may find the flipped classroom style to be too much for them. Instructor Preparation In order to generate excellent teaching resources and plan engaging in-class activities, instructors must put in a great deal of preparation for flipped learning. Ineffective in-class Activities Students may lose interest or get disengaged if in-class activities are not interesting or well-designed. VI. Comparisons Feature Online Learning Blended Learning Flipped Classroom Delivery Entirely online Combination of Primarily online and face-to- asynchronous (for face content delivery) and synchronous (for application) Technology Heavy reliance on Integrates digital Uses digital tools for Use digital tools and tools with face-to- content delivery (e.g., platforms face instruction videos, readings) Student Primarily virtual, Combination of Primarily face-to-face Interaction through online forums, virtual and face-to- interactions during in- chat rooms, and video face interactions class activities conferencing Flexibility High flexibility in Moderate Moderate flexibility, as terms of time and flexibility, students can access place depending on the content outside of class blend Engagement Can be challenging to Can be more Often highly engaging maintain engagement engaging than due to active learning activities  without face-to-face traditional online interaction learning Accessibility Highly accessible to Can be more Can be accessible to learners in remote accessible than learners with different locations traditional face-to- learning styles face instruction Examples Massive Open Online Hybrid courses, Flipped classrooms, Courses (MOOCs), blended learning blended learning online degree labs, flipped courses with flipped programs, online classrooms components tutorials