Redesigning a Traditional Lecture Course Using a Blended & Flipped Approach: An Exploration of Strategies

In this session, participants will learn about an innovative instructional approach characterized by blended and flipped learning as it was applied to redesign MA 231: Calculus for Life and Management Sciences, which was originally a large traditional lecture course. Four design strategies were explored: 1) Prepare students for blended and flipped learning through a course orientation module and in-class activities. 2) Create a weekly learning cycle to structuralize online learning and in-class application. 3) Design self-paced, interactive online learning using Gagné's nine instructional events. 4) Engage students in active learning during class using real-world application problems. We will present the assessment results from student surveys and course records to show how the design strategies impacted student learning processes and outcomes. We will also discuss lessons learned from designing and implementing MA 231 using the blended and flipped learning approach. Participants will have the opportunity to come up with a course or topic setting for creating a blended and flipped learning cycle of their own.

At the end of this session, participants should be able to

1. Define the blended and flipped learning approach and distinguish it from traditional lecture, pure blended learning, and pure flipped learning.
2. Describe strategies of designing and implementing a course using blended and flipped learning approach.
3. Dreate a blended and flipped learning cycle within a selected course or topic setting.