Intensifying learner engagement and focus by a block mode flipped learning pedagogy

As an instructional pedagogy, the flipped learning model has been celebrated as student-centered, promotes active learning, and encourages differentiated instruction. It is argued that this pedagogy allows more time in class for students to engage in problem-solving activities facilitated by the teacher. Students' access to learning resources before each class is critical for this instructional approach to work. The chance of success can be improved using educational technologies like learning management systems where materials are stored and accessed via the Internet. However, Internet access is not always similar among students. In most developed nations, Internet access in major cities is more readily available than in regional areas. In addition, providing high-quality learning materials and designing engaging activities to complement flipped learning requires considerably more resources. Our contributions are three-fold. First, we review the literature on flipped learning to present its development as a teaching pedagogy and how it has been applied in different disciplinary areas. Next, we review block mode, an alternative approach to organizing the academic calendar and course delivery, notably in higher education. Third, we describe our recent research in exploring the blending of flipped learning and block mode scheduling in delivering short certificate courses at the Melbourne Institute of Technology (MIT) in Australia which the authors have had affiliations. Outcomes of our study revealed that the blending of flipped learning and block mode may lead to higher learner satisfaction that was a result of (a) requiring quality learning materials be available before the beginning of each block, and (b) intensifying student engagement and focus when they study one subject at a time in each block, which in turn creates positive pressure on their self-regulation and time management.