The newfound prevalence of technology-enabled classrooms have prompted many questions among educators. How can teachers best use these new resources? How does the presence of new technology change the traditional learning environment? And do these tools really help students learn?
Mounting best practices and evidence are answering many of those questions, fast making the case that using technology to supplement or complement traditional teaching styles can in fact dramatically improve student experiences and results.
But one more question has proven a bit trickier to answer:
Exactly what do we call this new practice?
It’s a question many educators are asking — one of the most popular posts ever made on this blog continues to be our overview of the nomenclature, Blended Learning, Hybrid Learning, The Flipped Classroom… What’s the Difference?
Compounding the issue is that as the results of technology-enabled classrooms continue to show positive momentum, the buzzwords have proliferated. Today terms like “flipped classroom” and “blended learning” are everywhere, and each has its own unique spin on how it’s version of a technology-enabled learning actually works.
Fortunately, while the terms continue to proliferate, many educators have begun the work of helping to define the relevant terms for technology-enhanced pedagogies. And along with our own post above, there’s another new resource we’ve discovered that does a wonderful job delineating the Flipped Classroom and Blended Learning — two of the most common (and most commonly confused) methods of introducing technology into the learning experience.
This infographic, from the Innovative Learning Institute, offers an excellent analysis of the value blended learning can bring to a classroom, as well as why every flipped classroom is a blended learning environment, but every blended learning environment isn’t necessarily a flipped classroom. Be sure to click the infographic for the full version.
This article was originally published on Panopto’s blog