Blended Learning vs. Flipped Classroom

Blended learning and flipped classroom are two alternative learning pedagogies that satisfy the twenty-first-century tech-savvy learners who would prefer active participation to passive listening while learning. The traditional classroom does not suit the present-day generation of students who are no longer interested in print textbooks as the sole medium of learning. 

Until the end of the twentieth century, learning took place through teaching and interaction in(side) the classroom. Then online format emerged and learning moved outside the classroom. Both blended learning and flipped classroom are two technology-enable learning approaches with distinctive differences not only from traditional modes but also from each other. 

However, both approaches share some common features despite the fact that the flipped classroom is superior to blended learning. They share on-and off-class components. They also feature traditional face-to-face and internet-based elements. Blended learning, also called hybrid learning, is different from purely online teaching models like Massive Open Online Courses (MOOCs) are becoming very popular across the world. Blended learning is known so since it blends online learning with more traditional methods of learning and development. It has evolved from traditional forms of learning to “a personalized and focused development path.” (Thorne, 2003: 2).

The flipped classroom is similar to blended learning in the sense that both use face-to-face and online learning. At the same time, it differs from blended learning because of its inverted activities. Online explanation through audio and video recordings complements and supplements in-class learning in the flipped classrooms through interactive and participatory activities. Hess (2013) argues that flipped classroom does not replace face-to-face teaching with online instruction. Flipped classroom students acquire content through short video lectures online and the subsequent class session focuses on analysis, application, and problem-solving in order to deepen their learning. It, therefore, frees up the in-class time for more interactive activities while online activities in blended learning replace some of the in-class time.

The flipped classroom is beneficial for the following reasons: 

1. It promotes active learning, increases interaction between teachers and students, improves collaboration among students, allows flexible learning just-in-time, and fosters critical thinking. 
2. Flexible learning suits the learning needs of digital native students. It can access learning resources anytime anywhere and study at their own pace leading to greater ownership of their learning. 
3. It enhances teachers’ and students’ IT literacy. 
4. It improves learning outcomes by closing the gap between the strongest and weakest students who consistently out-perform prior classes. It also causes higher success rates than online courses. 
5. Students’ feedback is encouraging:

• Increases analytical & problem-solving skills.
• Group work enhances understanding.
• Professors assist learners to solve problems.
• Students want more classes to be flipped.

The success of blended language learning depends on how the following concerns are addressed. These concerns can snowball into limitations if they are not addressed. Its successful implementation relies on several factors, such as 

• Percentage of blending the traditional classroom and the online settings. 
• Not all students have the adequate and right motivation to engage actively in learning. 
• Blended learning should be assessed through blended assessment 
• The creative curriculum should precede blended assessment like evidence-based portfolio
• Since there is ‘in-person’ contact with teachers, learners are bound to experience feelings of isolation.
• Learners may face difficulties in terms of how to navigate in the system, how to deal with problems the technology, and the need for students to be actively involved in learning.
• Developing countries like India face required funds for the purchase of new technology, lack of e-learning strategies, training and development chances for the faculty and students who are likely to resist e-learning.
• Lack of a firm academic and institutional framework to encourage students to learn.
• Since it involves a high level of self-discipline and self-direction, students with low motivation and bad self-study habits would fall behind. 
• It lacks interpersonal and direct, immediate interaction among students and teachers. Compared to face-to-face learning, the blended language learning process is less efficient. 

The flipped classroom has its own limitations as well. 

• Since it encourages a learn-at-your-own-space style of education, its success relies heavily on the principle that students are self-motivated. If they are not, it would not work with the less or nil-motivated students. 
• It becomes a problem for the teacher to assess where a student is in their education and the teacher cannot make sure that every student is learning is at a steady pace. It works on the cooperation of and trust in students. 
• Testing becomes difficult since students would take tests at different times after they have learned at their own pace. 
• Fluctuation in internet accessibility outside the classroom would make a lot of difference. It can create a digital divide. 
• A procrastination culture may develop in students when they are allowed to learn at their own pace.
• Teachers’ work increases: preparing and uploading condensed lectures, introducing classroom activities, and additional time and effort. 
• It does not follow the ‘teach-to-the-test model. 
• If all teachers start flipping their classrooms, students would have to spend more time sitting before their systems/smartphones to the extent that it would cause serious problems to learning processes. 

In spite of challenges posed by blended learning and flipped classrooms, they can still be effective, hands-on approaches to improving learners’ achievement by involving them creatively and constructively in their learning. Both approaches combine judiciously with traditional face-to-face learning. Technology supports and not replaces teachers.