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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.

Abstract-We describe the implementation and evaluation of a large-scale, distance mode, training workshop in Research Methods in Educational Technology (ET), for in-service engineering college teachers in India. The goal of the workshop was to prepare the teachers to conduct action research in their courses. The workshop consisted of 4 stages: i) pre-workshop assignment, ii) main workshop with two days of synchronous sessions on RM concepts, and a week in between of asynchronous hands-on activities, iii) 2-week post-workshop final assignment and iv) mentoring to conduct a research study. A total of 3896 teachers participated in the workshop, with 1141 (29%) participants completing at least 50% of the assignments. To evaluate the effectiveness of the workshop, we conducted a study with pre-post research design. We found that learning gains from the pre-to the post-test were statistically significant. We administered a questionnaire to determine participants' learning perception and satisfaction from the workshop and found that a majority of responses (>90%) were favourable.

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