Blended Learning and Flipped Classrooms

Personnel and Strategies at Public Four-Year Institutions

Topics: Instructional Technology, Information Technology, Supporting Faculty, Online Education, Academic Affairs

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Summary

As institutions face changes in the landscape for instructional delivery, administrators must think strategically about blended learning and flipped classroom initiatives.

This report analyzes staff and resource needs for blended learning and flipped classrooms, as well as faculty development and support provided for these instructional models. This report also focuses on the strategic and promotional considerations for blended learning and flipped classrooms.

  • Key observations from our research:


    1. Contacts promote blended learning as a means to enhance student engagement.

    2. Contacts estimate approximately 10 percent of faculty implement a blended or flipped model.

    3. Faculty who teach large-enrollment classes implement blended learning more often than other faculty members.

    4. While many different offices provide support for blended learning, administrators at contact institutions desire to consolidate services.

    5. Instructional design staff provide most faculty development related to blended learning in the form of consultations, workshops, and course design institutes.