IIT Jodhpur Research Analyzes the Utility of Blended Learning Framework Using Flipped Teaching

IIT Jodhpur Research Analyzes the Utility of Blended Learning Framework Using Flipped Teaching

IIT Jodhpur researcher analyzes blended learning framework using flipped teaching

New Delhi:

The Indian Institute of Technology (IIT) Jodhpur researcher has explored and analyzed the utility and convenience of the video-based flipped classroom model. The aim of the study was to know whether the analyzes obtained from the interactive video assignments can be used to further highlight at-risk students and intervene in a timely manner, a statement from IIT Jodhpur said. In a flipped classroom model, the study materials are provided to students in advance for careful study and assessment, and the lectures are used for interactions, discussions, and problem solving.

Explaining the motivation behind analyzing the usefulness of the blended learning framework, the statement from IIT Jodhpur said: “The Covid-19 pandemic made online learning an inescapable necessity for educators and students. Especially for the students who were trapped in the digital divide, because of socio-economic and geographic differences, power or internet outages, instructors had to come up with new and flexible ways to keep the students “engaged” in learning when it suits them.”





This has motivated Dr Rajlaxmi Chouhan, assistant professor, Department of Electrical Engineering, IIT Jodhpur, to analyze a video-based flipped classroom that has seen success in many countries across programs and disciplines, the statement said.

The researcher is the recipient of the 2019 Teaching Excellence Award and the 2021 Dr Vandana Sharma Memorial Award for Teaching Innovation at IIT Jodhpur.

Flipped Teaching: meaning, aspect of research

The unique aspect of this study was to analyze the engagement analytics to examine whether a well-defined pattern can be observed to identify students who (i) do not put much effort into watching the videos (ii) are unable to correctly check knowledge despite making considerable efforts. To provide a sense of belonging and immersion in the Institute’s campus, a 3D walkthrough of basic labs used in this course was created for students who had not yet visited the campus. The flexibility offered by such pedagogy allowed students to focus on handling the material at ease rather than worrying about attending live classes.

In this work, the use of flipped classrooms with interactive video modules, along with some simulation and immersive learning elements, is explored for the freshmen of IIT Jodhpur. To create a personalized classroom experience for the students, video lectures created by the instructor have been used with questions interleaved in strategic locations to monitor student attention and engagement. The research was conducted at the Education Technology Vertical of the Center for Emerging Technologies for Sustainable Development, IIT Jodhpur.

The unique thing about this pedagogy was the video modules created by teachers, which were then assigned to the students as interactive assignments. The performance improvement is attributable to a more effective use of the ‘beyond contact hours’ by the students through monitored involvement in the study material. Incorporating elements of immersive 3D walkthroughs and discussion rooms and taking strategic measures to curb fraud in online exams also significantly helped improve the learning experience.

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