Abstract
Building an interactive environment during learning experience is sometimes hindered by student numbers in class, their sociocultural differences and limited teaching time, which may reduce student engagement. In this study we provided a super blended teaching and learning model by hybridising Classroom Response System (CRS) with Flipped Classroom (FC) and Team-Based Learning (TBL). CRS allowed learners to use their smart devices (e.g., phones, tablets and laptops) to respond to a variety of numerical, multiple-choice, short-answer and open ended questions posed during live classes and encouraged them to engage with classroom activities. Our Flipped-CRS (F-CRS) approach required the students to preview the e-learning material and watch the recorded lectures before the sessions and apply their knowledge within the session, either individually or as teams, by answering questions using TurningPoint CRS software. Learners provided positive feedback regarding F-CRS and the application of super blended teaching and learning model demonstrated a substantial increase in student collaboration and enhanced their motivation, engagement, attendance and academic performance, especially while using F-CRS approach in teams. Our super blended approach enabled educators to monitor student engagement throughout the year, facilitated formative assessment and assisted teachers to create crude class performance prediction in summative assessments.
Highlights
Nowadays, education is focusing on providing students what they need to succeed more than ever in the digital networked world of the 21st century, where the focus on student behavior, learning, engagement, performance and interaction becomes the heart of the learning process [1]
Level 1 (L1) and level 2 (L2) students studying BSc degree in Pharmaceutical Science/Biotechnology at CQC were exposed to Blended learning (BL) models, in which Flipped Classroom (FC), Team-Based Learning (TBL) and Classroom Response System (CRS) were hybridised with face-to-face and lecture-based learning across several modules
More females participated in the study than males as the majority of the student cohort registered on the course were female (65 out of 104 and 61 out of 74 in L1 and L2, respectively)
Summary
Education is focusing on providing students what they need to succeed more than ever in the digital networked world of the 21st century, where the focus on student behavior, learning, engagement, performance and interaction becomes the heart of the learning process [1]. It is essential for Higher Education to embed creativity and innovation in the curriculum design at a higher extent that enables students to actively participate in the process of knowledge construction through communications [2,3,4]. Active learning is well documented in the literature, in which learners mentally and/or physically interact and engage in learning activities that forces them to reflect upon ideas and is known to bring positive outcomes with regards to student learning experience and academic performance [6,7].
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