Best Teaching and Technology Practices for the Hybrid Flipped College Classroom

Abstract

Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class-rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and graduate courses in terms of access, meaningful activities, and feedback.

Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling

“…Chi (2009) pointed out that flipped learning is an alternative to conventional pedagogy, requiring students to acquire information by viewing instructional videos ahead of physical class meetings, and allowing students to apply that knowledge in the classroom, thus engaging students in higher order active, constructive, and interactive activities. A substantial body of research has documented a variety of benefits of the flipped classroom model for teaching and learning processes in various disciplines (Abeysekera & Dawson, 2015;Bergmann & Sams, 2014;Bishop & Verleger, 2013;Chao, Chen, & Chuang, 2015;Lee, 2017;Ogden & Shambaugh, 2016;Sohrabi & Iraj, 2016;Yang, 2017). However, few studies have explored the relationships between students' learning motivation, attitudes, and engagement and the flipped learning model applied in some of China's higher education institutions.…”

“…Yilmaz (2017) also asserts that it is important to maintain students' motivation and attitudes, describing how to engage the student in in-class activities of the course to ensure the efficiency of the flipped classroom. With the flipped classroom, rather than relying on a singular model, the instructor should apply multiple approaches, such as group discussion, mini-lectures for review, or student questioning (Ogden & Shambaugh, 2016).…”

A Mixed-Methods Evaluation of a Hybrid Course Modality to Increase Student Engagement and Mastery of Course Content in Undergraduate Research Methods Classes

“…Hybrid teaching is distinguished from the flipped classroom, which moves instruction or lecture online and retains the classroom for in-person activities. Hybrid modalities can mimic the flipped classroom though they often draw from a broader toolbox to match instructional tools with course objectives (Ogden & Shambaugh, 2017). This mix-and-match style of the hybrid modality results in flexible course delivery options that "blend" the benefits of in-residence education with online technological advances.…”