Blended Learning and the Flipped Classroom

An Assessment on the Advantages and Disadvantages of Today’s Emerging

Teaching Methods and Strategies

The ever changing demographics of learners and the advent of technology are some of
the most challenging factors that confront 21st century education. While inclusivity has
provided a platform for diversity and a social force to fuel increased enrolments, it also gave
birth to a new concern on how schools can cope with ever growing demands specifically on
quality education. Given that technology has become more pervasive, it is undeniable that
today’s society has moved into a way of life that is very much tech-dependent. And with
education being considered the beating heart of society, the additional challenge is to depart
from the traditional approaches to teaching and to employ better methodologies that can make
the schools of today more flexible, efficient, and effective.

The face of education has changed. The new challenges posted on its present timeline
are such strong and imposing that the focus and concern of the status quo is no longer on what
to teach, but rather on how to deliver (manner and method), for whom and when.

Blended Learning has already been thought out as early as the 1960s. It was proposed
that, to improve the performance of students especially in expected learning competencies to be
met and on standardized tests, the traditional way of teaching – where the teachers direct the
entire process and learning takes place only inside the corners of the classroom, must be
changed into a manner where learning becomes more multidimensional, and students have a
greater participation on their part as they do not have to rely and depend on the teachers at all
times. Also, the learning process is no longer contained and confined only in the classroom as
other activities are given as asynchronous tasks that supplement face-to-face classes. Thus, with
this mode of teaching, both teachers and students are relieved of the traditional ‘box learning’
that makes the classroom the only avenue for learning to take place.

Fadde and Phu Vu (2013), further introduced BOL or blended online learning and
defined it as “an emerging variation of blended learning”. It is a clearer demonstration of
adopting technology in a more sophisticated way that could better and positively impact
learning. “Whereas blended learning enhances face -to-face classroom instruction by adding
asynchronous online instruction via a learning management system. Blended online learning
adds synchronous online learning via web conferencing to enhance otherwise asynchronous
online courses.” This more integrated approach does not only make learning outside the
classroom pedagogically possible, it also answers the issue on the lack of interaction between
the teacher and the learners in a class that is contextually virtual.

Krasulia (2006) stated that “blended instruction is more effective than purely face-to-
face or purely online classes.” It is very evident that such mode of instruction, as mentioned
also in other studies, is way better than traditional approaches. Learning has been expanded to
almost anywhere and anytime; and as long as the learner can access the materials, learning
takes place, provided that activities and other tasks are done on time.
 “BL methods can also result in high levels of student achievement more effective than
face-to-face learning. By using a combination of digital instruction and one-on-one face time,
students can work on their own with new concepts which frees teachers up to circulate and
support individual students who may need individualized attention (Krasulia, 2006).” Clearly,
blended learning has attracted the attention of both teachers and learners. Learners can better
practice a deeper sense of responsibility on their studies and become less dependent from
teacher’s instruction. They can also work at their own pace and on the time that is of their
utmost convenience. On the other hand, teachers are relieved of the usual classroom tasks they
are always into. And with the more performing students expected to need lesser instruction,
teachers can narrow their attention to the slow-paced learners. “Rather than playing to the
lowest common denominator – as they would in a traditional classroom – teachers can now
streamline their instruction to help all students reach their full potential.”

In university contexts, the non-confinement of learning within the corners of the

classroom is often regarded as a greater advantage on the part of the learners as Krasulia
claimed that “BL facilitates a simultaneous independent and collaborative learning experience
for university students.” He also added that “the use of information and communication
technologies has been found to improve student attitudes towards learning. By incorporating IT
into class projects, communication between lecturers and part-time students has improved, and
students were able to better evaluate their understanding of course material via the use of
computer-based qualitative and quantitative assessment modules. BL also has the potential to
reduce educational expenses, and lower costs by putting classrooms in the online space and it
essentially replaces pricey textbooks with electronic devices.”

However, in the study of Fadde and Phu Vu (2013), it was also pointed out that in spite
being able to address the concern on the lack of personal interaction through the integration of
face-to-face class and LMS, and the LMS and Live Virtual Classroom , critics argue that
blended learning cannot be fully realized because not all schools have the facilities, softwares,
and technical support to implement this mode of learning, not to mention the lack of personnel
and teachers who have had proper training specifically anchored on the principles of blended
learning. It was also noted that, most students tend to procrastinate because of the “my time,
my place” convenience that BL provides. In fact, as mentioned by Krasulia in a study
performed across four different universities in Ukraine, it was found that only half of the
students watched the lecture videos on a regular basis, and nearly 40% of students watched
several weeks’ worth of videos in one sitting. With this, the concept of learner autonomy has
become an issue as it turned out to be more of a liberating force that free students from the
expected responsibilities that they are ought to perform in a given time period. This findings are
not only true among the participating Ukrainian universities, as it also has been a constant
concern in other schools and institutions across the globe. This problem is given birth because
of the weak interface of the LMS mode or the integration of asynchronous tasks that lack
spontaneous interaction between the learners and the teacher which in turn causes the delay of
feedbacks. Furthermore, Krasulia added that “from an educator’s perspective, most recently, it
has been noted that providing effective feedback is more time consuming (and therefore more
expensive) when electronic media are used, in comparison to traditional assessments. Using e-
learning platforms can be more time consuming than traditional methods and can also come
with new costs as e-learning platforms. Another critical issue is access to network
infrastructure.” Although the digital divide is narrowing as the Internet becomes more
pervasive, many students do not have access to the Internet, even in their classrooms. And thus
any attempt to incorporate BL strategies into an institution’s pedagogical strategy needs to take
this into account.

Another emerging teaching methodology trend is the flipped classroom – a

teaching/learning mode which basically inverts the conventional approach in teaching. So
instead of giving the lessons, discussions, and assessments inside the classroom; learners are
provided of the learning tasks and activities beforehand, and are expected to have mastered
their lessons prior to entering inside their classes the next meeting.

Hamdan et al. (2013) commented:

‘In the Flipped Learning model, teachers shift direct learning out of the large group learning
space and move it into the individual learning space, with the help of one of several
technologies’. Furthermore, Knewton (2013) stated that
‘the flipped classroom inverts traditional teaching methods, delivering instruction online outsid
e of class and moving ‘homework’ into the classroom’. Thus, teacher’s presence is greatly
decreased as learners are given the greater responsibility over their studies. This is further
explained by the notion that “instructors are no longer ‘a sage on the stage’ with greater
emphasis placed on teachers to be ‘a guide on the side’ meaning they are less visible in the
classroom and are now seen more as facilitators in the student learning process that has even
expanded in the virtual world.

There are a number of advantages for both students and teachers when using
the
flipped classroom. These particularly include better student engagement and greater flexibility
of learning. As mentioned by Taylor (2015) citing Tucker (2012), “the flipped classroom’s most
successful function is its ability to enhance student engagement in a subject.” Lesser amount of
teacher presence have enabled students to increase their critical thinking skills and participation
in lessons. It is also added that “flipped classroom has revolutionized lesson quality due to its
effect in increasing student focus (Taller and Scherer, 2013).”

Moreover, Fulton (2013) states that “teachers are able to review students’ flipped work
and identify areas which they can focus on in seminars”. This allows teachers to focus on the
needs of the learners, in relation to the level of difficulty they face in dealing with a certain
content or topic. Fulton (2013) claims “this functions to tailor and personalize material(such as
focusing on complicated concepts) in seminars and identify errors in thinking, allows teachers
the opportunity to create more specific one‐on‐one interactions with students who are having
difficulties”. Marshall and DeCapua (2013) argue the use of a flipped model allows students to
focus on the higher, more complicated levels of Bloom’s taxonomy. That rather getting
stagnated at the bottom of the taxonomy, students can explore and venture into the higher
hierarchies. Hamdan et al. (2013) elucidate this feature also allows struggling learners better
opportunities to comprehend a topic prior to a seminar and therefore offers more openings to
interact and participate in class.

Acedo (2013) argues that the flipped classroom has enabled students to have greater
flexibility in their learning. Brunsell and Horejsi (2013) concur when elucidating it has given
students greater freedom in their learning choices as it allows them to learn at their own pace.
This form of learning is particularly beneficial for slower students who are now able to review
material as many times as they like so that they can increase understanding and lesson
comprehension. Researchers believe this capability has also improved learner behavior in class
as students are less likely to misbehave if they understand a subject, and specifically the
lesson.. Moreover, Fulton (2013) states that “flipped classroom has also demonstrated its
flexibility in situations where teachers or students cannot go to class”. This is because if a
teacher or student is unable to attend a lesson due to illness or perhaps of another reason, the
class would invariably be cancelled and just be moved to another schedule.

Although there are several pedagogical and practical benefits when using the flipped
classroom, there are also a number of disadvantages. These include student motivation to
participate, technological issues, time to create materials and lack of instructor contact. As
Johnson (2013) argues, “the success of the flipped classroom is totally reliant on students
possessing the motivation to complete tasks in their own time”. However, if students do not
watch videos or complete quizzes and other tasks and activities as instructed, they will be
unable to investigate the subject in greater depth in the subsequent seminar. Indeed, as Acedo
(2013) elucidates, “certain students could take advantage of a flipped classroom and instead of
reviewing and studying material at home, may use this time for unrelated and non‐studying
purposes.”

Another disadvantage of the flipped classroom is its reliance on technology. The

success of the flipped classroom is wholly dependent on having a fully functional smartphone,
laptop, tablet or computer and if a student does not have one of these or at least one that is
working correctly, they will not be able to study. Furthermore, Johnson (2013) argues that a
strong Internet connection is also a necessity for students to participate, and those who live in
areas with weak connections and or no connections at all, may be placed at a disadvantage.
Also, to fully implement a flipped classroom system, it must have a certain level of computer
literacy to be successful in its design, implementation and operation. In addition, studies also
suggest that flipped classrooms are more time-consuming than traditional face-to-face classes.
Teachers need to devote more time in preparing materials that are supposed to be uploaded in
the system, particularly that there still are teachers who are apprehensive on using technology.
And lastly, the lack of interaction between the students and their teachers is also a rising
concern given that in face-to-face classes, learners can ask direct questions to their teachers and
peers should they need to – a capability that is absent in the flipped classroom.

Both the blended learning and flipped classroom are undeniably effective teaching and
learning methods. But at certain contexts, both are limited by their respective disadvantages. In
the Philippine education setting for example, both the blended learning and flipped classroom
could be considered a way to address overpopulation among public high schools, and thus
reducing the amount of time spent inside the walls of the classrooms by expanding the learning
horizon in the virtual space. However, the lack of enough fund to be appropriated for the
needed facilities, and the lack of training among teachers can post a great drawback on
adapting both methods. And though majority of learners already have smartphones, online
modules and activities could still remain inaccessible for quite a long time considering that
internet connection is in most cases poor and unreliable in many areas across the archipelago.

On the other hand, both methods could be more feasible in higher education where
systems for blended learning and flipped classroom could be institutionalized rather centralized
as in the case of the department of Education. Presently, existing systems are not yet capable
enough of handling too much data, as well great influx of visiting learners at any given time.
Though there have been successful implementation of the blended learning among private
institutions, creating a system that would cater to a far bigger number of learners is still far
from real.

As educators and experts in the field, there is a need for us to focus on the benefits of
both the blended learning and the flipped classroom. Because it is from the advantages they
offer that we might be able to improve not only the quality of the learning experience of our
learners, but also our professional success as teachers. Though there might be disadvantages
that may hamper full implementation of these methods in our respective classes, it is more
important to note that the benefits, as supported by studies, far outweigh the disadvantageous
side of the case. Moreover, no matter the assuring credibility of the teaching methods, if the
people behind the implementation slack off, it would just be as futile as the ‘old teaching ways’
that they are meant to replace with. But, if the teachers and administrators themselves are more
than good enough, then the things that manifest as limitations, compromises, or shortcomings
of the said teaching methodologies will be given attention, mitigated, and provided a
corresponding solution in the long run.
REFERENCES:

Tucker, B. (2012) The Flipped Classroom. Education Next, 12(1).

Wallace, A. (2014) Social Learning Platforms and the Flipped Classroom. International
Journal of Information and Education Technology, 4 (4) August 2014, 293‐296

Mangan, K. (2013) Inside the Flipped Classroom. The Chronicle of Higher Education, N/A.

Marshall, H. W. and DeCapua, A. (2013) Making the transition: Culturally responsive teaching
for struggling language learners. University of Michigan Press: Ann Arbor, MI.

Taylor, A. (2015) Flipping Great or Flipping Useless? A review of the flipped classroom
experiment at Coventry University London Campus
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/230

Krasulia, A. (2013) Blended Learning Advantages and Disadvantages in the Classroom

http://qle.sumdu.edu.ua/images/2017/presentations/Blended_Learning.pdf

Fadde, P. and Vu, P. (2013) Blended Online Learning: Benefits, Challenges, and
Misconceptions
http://peterfadde.com/Research/blendedonline13.pdf
 James Rhen Melendrez is a graduate of Bachelor in Secondary education major in
English from Philippine Normal University – Mindanao. In the same institution, he is currently
enrolled in his Master of Arts in Education with specialization in English Language Education.
After graduating college, he worked at a private senior high school where he taught literature,
writing, physics, and research.

At present, he is currently connected with AMA Computer Learning Center of Agusan

del Sur, Incorporated as the academic coordinator. He has attended various trainings and
seminars on pedagogy, with the most recent being the CARAGA Education Summit in
November 2018.