Interactivity — A Key Element of Blended Learning with Flipped Classroom Approach

Blended learning: definition, concept, and relevance

“…e/o da sistemi mobili (come smartphone e tablet) змiшане, гiбридне навчання ("змiшування", "комбiнування") каталонська, aprenentatge mixt [7,33] aprenentatge que combina els elements de l'aprenentatge electrònic no presencial i els de l'aprenentatge tradicional a l'aula змiшане навчання ("комбiнування") нiдерландська, blended learning [20, 36,63] eén definitie is "een combinatie van online leren en contactonderwijs", een andere "een combinatie van campusonderwijs en e-learning" blended learning ("комбiнування") нiмецька, integriertes lernen [28,55,116] bezeichnet eine Lernform, bei der die Vorteile von Präsenzveranstaltungen und E-Learning kombiniert werden sollen iнтегроване навчання ("комбiнування") норвезька, blandet laering [11,79] er et begrep som benyttes innenfor utdanning og betegner vanligvis en kombinasjon av flere ulike tilnaerminger til laering som e-laering og eksempelvis kurs ledet av en instruktør. Det kan også vaere ulike kombinasjoner som eksempelvis selvstudier, e-laering og gruppediskusjoner via Internett blended learning ("комбiнування") польська, blended learning [15, 101,111] mieszana (zintegrowana, hybrydowa) metoda kszta lcenia, la˛cza˛ca tradycyjne metody nauki (bezpośredni kontakt z prowadza˛cym) z aktywnościami prowadzonymi zdalnie za pomoca˛komputera (M-learning) змiшане навчання (iнтегроване, гiбридне навчання) 95,113] é um derivado do e-learning, e refere-se a um sistema de formação onde a maior parte dos conteúdos é transmitido em curso à distância, normalmente pela internet, entretanto inclui necessariamente situações presenciais, da í a origem da designação blended, algo misto, combinado blended learning, змiшане, комбiноване навчання румунська, învȃţare mixtȃ [24] reprezintȃ procesul încorporȃrii a diverse stiluri de învȃţare, care se pot realiza prin intermediul resurselor fizice şi virtuale mixte змiшане навчання сербська, mešano učenje [16] obrazovni program (formalni i neformalni) koji kombinuje onlajn digitalne medije sa tradicionalnim metodama koji se koriste u učionici. Ono zahteva fizičko prisustvo i nastavnika i učenika.…”

Blended Learning and Flipped Classroom in Higher Engineering Education: Case Study and Students’ Perception in the Post-COVID-19 Period

“…As mentioned earlier, the positive effects of implementing some tools and solutions from BL and FC teaching methods during the COVID-19 pandemic, observed by the author of this paper and described in publications [10,12], prompted their permanent implementation in the educational path.…”

“…Using the experience gained during the pandemic and the changes in the organization of teaching mentioned in section 2, which were also introduced at the alma mater AGH University and the Faculty of Electrical Engineering, Automatics, Informatics and Biomedical Engineering, the author decided to continue and further development of innovative teaching paths in a hybrid format, with various interactive elements of BL and FC methods. In particular, these are interactive video materials, tutorials, and webinars, as well as platforms for interactive collaboration of student groups participating in laboratory or design classes, presented in paper [10] at a conference devoted to e-learning in industrial electronics. These methods and tools are now a permanent element of the curriculum and educational path of all subjects taught by the author at the master's degree studies in Electrical Engineering, specializing in Industrial and Building Automation.…”

“…The paper [46] focuses on a model to support the process of learning and active knowledge acquisition considering two aspects: (i) the management and assessment of the learning activity as well as the implementation using specifically the collaborative tool Padlet [47] to facilitate student participation, group/team collaboration and feedback. The implementation of similar methods and tools is described in [10,11,[48][49][50][51].…”

“…In many cases, these new circumstances were perceived as an opportunity to introduce innovations in teaching and to develop new added values related to the skills of using new software and hardware tools both by students and teachers [6][7][8][9]. The author of this paper has experience in implementing interactive elements as part of classes conducted in the Blended Learning (BL) and Flipped Classroom (FC) formulas, as presented in publications [10,11]. Additionally, in [12] he proposed a modified BL method and described a case study on its introduction in the education of building automation engineers at AGH University of Krakow (AGH University), Poland.…”