Blended and Flipped Classroom: Backing for Better Academic Success

Abstract

In recent years, university instructors have increasingly adopted the flipped classroom model, a form of instruction that leverages digital technologies to shift direct teaching outside the traditional group learning space, typically through videos, and emphasizes active learning during in-class time. This review paper explores the evolution and impact of the flipped and blended learning models, which gained traction through positive student feedback, the author's professional experience, and a thorough review of existing literature. The paper presents a comprehensive framework for designing effective flipped or blended courses, highlighting essential components and providing insights into the types of activities best suited for this model. The framework emphasizes the importance of a structured approach that ensures all voices are heard and integrated into the course delivery cycle, while also fostering collaboration between instructors and students. The study concludes with recommendations for successfully implementing flipped and blended learning, offering guidance to educators seeking to optimize student engagement and academic achievement through this innovative instructional model.

Keywords: Academic success; author; backing; blended learning; flipped classroom; students