By Ns.DINA ALFIANA IKHWANI.,M.Kep
The closure of educational institutions due to preventive measures against the spread of COVID-19 has affected the education systems in the world. even the academic institutions had to shut down temporarily. Thus, we had to find new alternatives to academic delivery. Today, blended learning is considered the most effective and most popular mode of instruction adopted by educational institutions due to its perceived effectiveness in providing flexible, timely and continuous learning. Blended learning involves the combination of face-to-face and technology-mediated instruction (Wendy W. Porter, Graham, Spring, & Welch, 2014).
While the merits and benefits of blended learning approach in optimizing teaching and learning, For example, it becomes necessary for students to have self-regulation skills and technological competence since they are required to manage and carry out their studies independent of their instructor, at their own pace, and also using online technology out of their face-to-face sessions. Secondly, it becomes necessary for teachers to be technologically competent, to effectively use and manage technology for teaching. As blended learning constitutes of two instructional components (face-to-face and online components) amalgamated as one, literary, by disregarding the face-to-face component, students and teachers are automatically relocated to the online (out of face-to- face sessions) component, and are therefore expected to proper self-regulate and manage their tasks using technology, and at their own pace (Rassheed.,et ll, 2020).
We hear a lot about Flipped Classroom and Beside Blended Learning, so what is the difference? Simply put, implementing a Flipped Classroom Model IS a Blended Learning approach. Blended Learning is a combination of online learning, and face-to-face learning (often referred to as “traditional learning”). The online learning includes components like video, games, podcasts, online reading material, and online assignments. These can be accessed from home (or anywhere you have access to the Internet), and are usually delivered through a learning management system (LMS). Online learning does not replace traditional learning, instead the two methods of learning are used complementary together, to create a full and inclusive learning experience (Wasterman, 2014).
Flipped Classroom learning is when you reverse the delivery method in traditional learning. Traditional delivery of learning is reading, watching, and absorbing learning material in class, and being tasked with work to complete at home. In a flipped learning classroom, teachers, administrators and instructors prepare audio or video lectures for learners to watch at home, on their own time. The time in class is spent on working through the concepts being delivered, with the guidance of an instructor. Complementary to all of this is an online platform where learners and instructors can discuss with one another.
Traditional instruction still assumes zero knowledge of new topics coming into class, and then the class meeting focuses on the bottom half of Bloom and post-class work on the upper half. But in applying Bloom’s Taxonomy to flipped instruction, rather than just flipping the halves, it’s more helpful to break Bloom’s Taxonomy up into thirds.
To improve information retention, engagement, and teaching, blended learning is more important than ever.
So Lets try.
References:
- Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.
- Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & EDUCATION, 88, 354–369.
- Westermann, E. B. (2014). A half-flipped classroom or an alternative approach?: Primary sources and blended learning. Educational research quarterly, 38(2), 43.
