Flip & Pair \u2013 a strategy to augment a blended course with active-learning components: effects on engagement and learning

Vijayanandhini Kannan,Sai Preeti Gouripeddi,Jayakrishnan Madathil Warriem,Rwitajit Majumdar,Hiroaki Ogata,Hiroyuki Kuromiya

doi:10.1186/s40561-020-00138-3

Abstract

Blended learning technique has adapted many new digitized tools to facilitate students with flexible and self-phased learning opportunities. The flipped classroom strategy, one of the blended learning models has been limited by low engagement of students in the online component. In the present study, we augment a Flip and Pair (F&P), an active-learning strategy into the blended learning course. Following the AB type single group quasi-experimental design, we evaluated the effects of F&P strategy on the student’s engagement and learning while orchestrating it for an undergraduate engineering physics course. Our results highlighted that there is a positive correlation between the engagement (computed based on learning logs of TEEL (Technology-enhanced and Evidence-based Education and Learning) platform in the F&P activities with that of the performance score (knowledge quizzes and final exam). F&P strategy had a better contribution compared to Flip and Traditional Teaching (F&TT) strategy with respect to both engagement and performance. Also, students exhibited a positive perception of learning and engagement. Based on our findings, we identified the key instructional measures that an instructor can follow to increase student engagement while using the F&P strategy.

Highlights

Blended learning is an umbrella term used to define the broad teaching approaches that integrate the effectiveness of both the face-to-face (f2f) classroom and the technology-enhanced learning environments (Hrastinski, 2019; Yılmaz & Malone, 2020)
This study was implemented in freshman undergraduate engineering (B.Tech) students with the specialization in electronics and communication
In the f2f component, few topics were taught via traditional teaching method and few of them using peer instruction (PI)

Summary

Introduction

Blended learning is an umbrella term used to define the broad teaching approaches that integrate the effectiveness of both the face-to-face (f2f) classroom and the technology-enhanced learning environments (Hrastinski, 2019; Yılmaz & Malone, 2020). Research on flipped classroom strategy, a model of implementing blended learning, has provided pieces of evidence that students often exhibit poor engagement, lack of self-regulation and time management skills, and thereby limit the possibility of reaping the benefits of the learning strategies (Rasheed et al 2020; Halverson, 2016) This is important while adopting similar strategies in foundational courses like Physics. We explore the design of a flipped learning experience in an undergraduate physics course by focusing on promoting learner engagement in both online (flipped) and classroom (face-to-face) settings This design is informed by existing researchbased and is supported by a technology environment that assists the teacher with critical analytics information. The material in flip phase was provided with the learning activities based on learner-centric MOOCs, (LCM) pedagogical model and during the f2f class, we adapt the PI strategy.

Discussion

Results

Discussion and conclusions