Effectiveness of Flip Teaching Strategy on Academic Achievement of Student Teachers

The concept of Flipped classroom is based on the concept of active learning, student engagement, hybrid course design and course podcasting. The classroom becomes a workshop where interaction among Educator and students takes place. Since effectively flipping a classroom brings many benefits, it will provide opportunities to B.Ed student teachers to learn at their own pace easily. In this study, B.Ed student teachers from two different teacher training institutes were randomly selected (22 from each having Economics as their optional teaching subject). In an institute, 11 students out of 22 were randomly assigned as the control and rest as the experimental group. So, 22 students were in the control and the experimental group combining both the institutes. The result in this strategy seems to be effective in teaching Economics by student teachers, without any monetary burden in creating active learning environment in the classroom.

Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format

Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivered in a hybrid format, but the hybrid group’s agreement was significant stronger (+0.38 points on 5-point scale, P=0.008). Key words: hybrid course, flipped classroom, SOTL, STEM

Blended Course Design

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

Blended Course Design

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.