“Any time a student learns, at least in
part, at a supervised brick-and-mortar location away from home and, at least in
part, through online delivery with some element of student control over time,
place, path, and/or pace. The modalities along each student’s learning path
within a course or subject are connected to provide an integrated learning
experience.”
The most significant piece of the definition
is the “element of student control” highlighting the flowing instructional
models to enable improved student-centered learning, giving students greater
than before control over the time, place, path, and/or the step of their
learning tracks.
Blended learning offers a balanced approach, focused on redesigning
instructional models first, then applying technology, not as the driver, but as
the supporter, for high-quality learning
experiences that allow a teacher to personalize and make the most of the learning.
The technology helps to
supply instructors with data, expand student choices for educational resources
and learning materials, and deliver opportunities for students to practice and
to exhibit the high-character performance.
Broadly
speaking, I am for blended learning, which means taking advantage of both
traditional f2f techniques and possibilities presented by new technologies.
Flipped
Classrooms generally provides pre-recorded material (video or audio) followed by
classroom activities. Learners watch the video
before or after the class, this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions,
discussions, exercises other learning activities.
This is the perfect way to “invert” doings in the class with
activities outside the teaching space.
Flipping
is not just about video and technology.
Moreover,
technology does not replace good teaching. It enhances good teaching.
Flipping
helps us to get the best use of class time. It is a methodology that permits
the instructor to involve students intensely in the collaborative community and
produce a shared problem-solving workshop.
My students
very frequently have to find some info, largely online, and in class, they
present materials on a specific subject. We use it as a foundation for deeper
analysis and actions.
Sometimes, instead of
giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at
home, so when we gather in the course of work, we are able to concentrate on
the debate, as well as interpretation of the problem.
In
my point of view, there are some significant ways to involve students during a
lecture such as short demonstrations, surveyed by group debate as well as PPT
lecture, followed by expounding, discussing and particularizing the material.
I am
convinced that dialogue is necessary for my Polish History and Culture
lectures. I take advantage of novel methods to build up active learning skills
and to encourage students toward further learning, or else to mature students'
thinking skills. For most of my learners, the techniques I use
are fresh. They come to study in Poland from all the Globe and the majority of
them are not used to blended learning as well as flipped classes.
Flipping
provides students opportunities such as; interactive questioning, mind
exploration, answer “why this is important for me to recognize this?” and
student-created content.
During
my language classes, I also use flipped methods because I believe in learning
by researching as well as having fun while studying.
Wolff, Lutz-Christian, and Jenny Chan.
"Defining Flipped Classrooms. “Flipped
Classrooms for Legal Education. Springer Singapore, 2016. 9-13.
http://www.christenseninstitute.org/blended-learning/
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