The different publications in the current learning and teaching practices involve the use of blending courses and flipped classrooms. The two teaching practices facilitate effective and active participation in the teaching and learning practices. Blended learning involves the use of traditional face to face teaching and instructional technique and the implementation of advanced technology in learning (Herreid & Schiller 2013). The teachers make use of the traditional methods of developing skills and knowledge through the use of books, notes taking and instruction delivery. On the other hand, the teachers use videos and films and other online facilities to enhance teaching and upgrade the performance and level of teaching and learning. This report aims at giving the benefits and consequences developed through the integration of the traditional teaching and learning practices with the online development programs.
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The clarity in the definition and reference of blended learning should be understood in the realization of the integration between traditional and online learning practices. The blended learning allows the students to have lectures in their lecture halls or classrooms but in minimal instances. The highest percentage of blended learning and teaching involves the use of online sources in the exploration of certain topics in an advanced, detailed and simplified way. The integration of the traditional mode of learning and the online teaching and learning practices should be effectively established to enhance quality delivery of learning materials and transformation of knowledge (Strayer 2012). Cost-effectiveness in the teaching and learning is not a factor of the integration of the two but as a tool that is generated after careful and critical analysis of the benefits of the integration. Service delivery and limited loss of time and resources are key features in the integration processes of the online and traditional methods of teaching.
Flipped classrooms are on numerous occasions associated with blended learning and teaching. It can, therefore, be closely associated with blended learning but varies in various objectives. Research practitioners illustrate flipped classroom as a direct opposition of the traditional learning and teaching objectives and practices. This indicates that flipped classrooms entails the exposure of students to new information and learning materials through the use of films, videos and books. The lessons are held outside lecture halls and allow students to diversify in their research on the topics given and acquire different knowledge abilities and skills (Davies, Dean & Ball 2013). The teachers and lecturers later hold assimilation to ascertain on the clarity of the topics to the students and the deliverance of debates and problem solving procedures undertaken.
The flipped classroom teaching and learning procedure can be effective in the learning and teaching of English mostly as a second language. The students can be issued with referral ideas and tools to gather information on the English language where relative follow up on the students development is made during the lectures. The facilitation of independence in gaining knowledge is self regulated and consists of self driven characters and responsibilities (Bergmann & Sams 2012). The students have to take individual initiatives in exploring the English language and in learning the formation and usage of different structures. The two teaching practices facilitate effective and active participation in the teaching and learning practices. Flipped classrooms entails the exposure of students to new information and learning materials through the use of films, videos and books. The lessons are held outside lecture halls and allow students to diversify in their research on the topics given and acquire different knowledge abilities and skills.
Bergmann, J & Sams, A 2012, Flip your classroom: Reach every student in every class every day, International Society for Technology in Education, London.
Davies, RS, Dean, DL & Ball, N 2013, Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course, Educational Technology Research and Development, vol. 61, no. 4, pp. 563-580.
Herreid, CF & Schiller, NA 2013, Case studies and the flipped classroom, Journal of College Science Teaching, vol. 42, no. 5, pp. 62-66.
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Strayer, JF 2012, How learning in an inverted classroom influences cooperation, innovation and task orientation, Learning Environments Research, vol. 15, no. 2, pp. 171-193.