CRJ - Write Up Week 1 - 3

CRJ Week 1 – 3

What have I learnt?

Between weeks 1 – 3, I have experienced the true benefit of social learning within a blended approach. As described by Aaron Sams; allowing students to work collaboratively unaided, it allows students to take ownership, controlling their own learning. The real benefit of online learning revealed itself in week 1 when technical challenges were overcome by the asynchronous forum. Clare emailed me learning documentation enabling me to progress at the same rate without falling behind. Scholarship from Stein & Graham (2020) illustrates how this experience gave me a greater motivation to continue to learn and participate.

Andy’s video showed how crucial it is for blended learning to be fully integrated and related throughout class work, assessments, and module. The combination of our synchronous (webinars) and asynchronous approaches encourages deeper engagement (Littlejohn & Pegler, 2006), facilitating connections in real-world scenarios, achieving a deeper understanding together with critical thinking (Fry, H. et. Al, 2009).  

Fundamental reading from Stein & Graham (2020) has ensured that I explore the specific and relevant benefits and constraints of my flipped lesson to enable me to plan for contingencies and consider the justification of my decisions. Scholarship from Yates, Bakia, Means, & Jones (2009, p. xiv) argue that purely online classes perform better overall than purely face-to-face learners. Furthermore, Zhang & Zhu (2018) describes how it is important to take into consideration the type of subject being learnt before casting a view.  Personal experience proves that a combination of learning styles, and a blended learning approach would be beneficial for creative courses and is my reason for applying a flipped classroom to my current purely synchronous lesson.

References

Fry, H., Kitteridge, S. and Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education, Enhancing Academic Practice. Third. Abingdon, Oxon: Routledge

Gibson, C. (2025). Week 1. Webinar & Open Forum. 31.05.25. [Online] Available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30013?module_item_id=85503

Littlejohn, A., & Pegler, C. (2006). Preparing for Blended E-Learning: Understanding Blended and Online Learning. London: Routledge.

Peisley, A. 10 top tips for an effective Flipped Classroom. 03.02.2023. https://learn.falmouth.ac.uk/courses/1334/pages/week-2-videos-practitioners-in-action?module_item_id=85508 Accessed 02.06.2025

Sams, A. Flipped Classroom: The Next Step  https://youtu.be/RSKjMsgXc_Q  pitsburg, accessed 02/06/2025

Stein, J., & Graham, C. (2020). Essentials for blended learning: a standards-based guide. New York; London: Routledge.

Yates, B. A., Bakia, M., Means, B., & Jones, K. (2009). Evaluation of evidence based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education, Office of Planning, Evaluation and Policy Development. Retrieved from http://edicswebed. gov/edics_files_web/03898/Att_ReferencesandGlossary.doc.

Zhang, W. & Zhu, C. (2018). Impact of Blended Learning on University Students’ Achievement of English as a Second Language. International Journal on E-Learning, 17(2), 251–273.