Compared with Blended Learning and Traditional Classroom Preparation

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  • SHIBUKAWA Sachika
    Graduate School of Education, Kyoto University / Japan Society for the Promotion of Science

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  • ブレンド型授業との比較・従来授業における予習との比較を通した反転授業の特徴と定義の検討
  • ブレンドガタ ジュギョウ ト ノ ヒカク ・ ジュウライ ジュギョウ ニ オケル ヨシュウ ト ノ ヒカク オ トオシタ ハンテン ジュギョウ ノ トクチョウ ト テイギ ノ ケントウ

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<p>This paper aims to explicate the characteristics of flipped classrooms as compared with blended learning and traditional classroom preparation by reviewing previous studies. First, it is explained that flipped classrooms place emphasis on enriching the quality of in-class time by changing the way out-of-class time is spent, while blended learning emphasizes utilizing technology and blending face-to-face learning and independent online learning. Second, preparation for flipped classrooms must involve instructors' explanations and elaboration of the content in contrast to traditional classroom preparation. Third, flipped classrooms exhibit three relationships between pre-class time and in-class time; the sequence, the main-main relationship, and the inseparability. Future research should consider the instructional design to better integrate the preparation time and in-class time of flipped classrooms. The conclusion also suggests that flipped classrooms present an opportunity for us to rethink the value of “face-to-face” class time.</p>


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