Blended vs. Flipped

In this study by 2018 article by Renee, et al entitled "Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools,".a blended (BL) versus flipped (FL) instructional comparison was made for numerical methods coursework using three engineering schools with diverse student demographics - data from eight sections, taught over a two year period at three institutions, were collected - four were FL; and four were BL.

The FL consisted of in-class active learning, with micro-lectures as needed, and technology used both in and out of class, including for expected pre-class review of new content. The BL consisted lecture with some in-class active learning, and technology utilized both in and out of class. However, students were not expected to review new content before class.

The authors used multiple-choice (MC) and free-response questions on the final exam as well as the perceived classroom environment for comparison for all students and for under-represented minorities (URMs), females, community college transfers, and Pell Grant recipients.

The findings indicate that BL was associated with slightly greater achievement on MC across demographics, but the differences were not statistically significant. Free-response data aligned, with BL showing more promise at two schools. Students identified demanding expectations with FL but pointed to benefits, such as enhanced learning or learning processes, preparation, and engagement. These results aligned with the focus group and instructor interview data. There were some large differences for the schools individually, suggesting further research with different demographics.

In summary, there may not be a better approach based on research, rather, it may be possible to use either approach with the expectation of similar outcomes.

Clark, R., Kaw, A., Lou, Y., Scott, A., & Besterfield-Sacre, M. (2018) Evaluating Blended and Flipped Instruction in numerical methods at multiple engineering schools, International Journal for the Scholarship of Teaching and Learning: 12(1). Available at: https://doi.org/10.20429/ijsotl.2018.120111

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1717&context=ij-sotl