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

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.

Active Blended Learning Engineering Students: A Case Study

“…The fruitful augmentation of the AL strategy into the BL courses is demonstrated by the authors of [28]. Their results point out a positive correlation between the engagements of the computer-based education platform into the BL activities with the AL performance score.…”

“…Currently, there are more and more publications devoted to combined application of AL and BL in engineering education that report its enhanced outcomes and other benefits for students and highlight the usefulness of this association for didactic and pedagogical practices [27,28]. A new active blended learning (ABL) platform has already become the normal mode of knowledge delivery at several universities based on the effective use of the BL and on making the strong and explicit links between online and offline AL activities.…”

Learning and Evidence Analytics Framework (LEAF): Research and Practice in International Collaboration

“…A major outcome of this effort was that we could identify instructors who wanted to engage in a research-practice partnership. In the initial phase of the study, the instructor developed a blended learning pedagogy that used an active learning strategy along with BookRoll to improve learners' engagement in an undergraduate Physics class [41], [42] . A key finding of this study was the need for external motivation by instructors to initiate learners to use the technology for active learning.…”

Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course

“…As indicated in the earlier sections, even though the instructor was familiar with the TEEL platform for more than a year, the current semester saw a new batch of students taking up her course. Based on the learnings from earlier work (Kannan et al, 2020a , 2020b ) , the instructor had initially facilitated demonstration sessions of the technology inside the classroom and then provided the learners with focused activities in the BookRoll for eliciting learner artifacts in the form of BookRoll memos. The LAViEW dashboard provided the instructor with a view of these artifacts which then subsequently helped them in devising feedback to the learners.…”