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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Can You Flip or Blend It?

Jennifer Parker (University of Connecticut, USA)
David Des Armier (University of Connecticut, USA)
David Morrow (University of Connecticut, USA)
Session Information
October 16, 2015 - 9:30am
Technology and Emerging Learning Environments
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Oceanic 1
Session Duration: 
45 Minutes
Concurrent Session 9

UConn will clarify the meaning of flipped, and blended instructional approaches using actual University cases.

Extended Abstract

Can you flip or blend it? The University of Connecticut has a variety of flipped and blended cases to share, from a blended large lecture course to a blended certificate program that uses flipped approaches. For the University of Connecticut, flipped and blended approaches are an increasing trend; however often there is confusion between what the two approaches actually mean. At times, a blended course approach appears like a flipped class, since the majority of online activities are intended to prepare students for meaningful and active learning in-class. So, the big question is what is the difference between blended and flipped design?

The University of Connecticut defines blended when "online contact regularly displaces some portion of the required contact hours that would normally take place in a scheduled face-to-face class. Some instruction, learning activities, and/or interactions occur in regularly scheduled face-to-face classes". However there is no formal institutional definition of flipped, which typically means the "...lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions." (Educause)

At the University of Connecticut, some faculty set out with the intention of a flipped or blended course or program: however, once they understand the distinction between the two approaches, they often change their mind or redefine their initial strategy. We will share some of the University of Connecticut's flipped and blended cases and how they evolved towards a particular approach (flipped or blended) through work with an Instructional Designer and/or e-Learning Developer.

Lead Presenter

Instructional Designer in higher education since 2001.