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

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


Researcher from IIT Jodhpur Analyzes Blended Learning Framework Using Flipped Instruction

New Delhi:

The researcher from Indian Institute of Technology (IIT) Jodhpur explored and analyzed the usefulness and convenience of video-based flipped classroom model. The aim of the research was to find out whether the insights obtained from the interactive video assignments can be used to further flag at-risk students and make timely interventions, according to a statement from IIT Jodhpur. In a flipped classroom model, study materials are provided to students in advance for careful study and review, and class sessions are used in 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 has made e-learning an inescapable necessity for teachers and students. Especially for students stuck in the digital divide, due to socio-economic and geographic disparities, power or internet outages, instructors needed to innovate new flexible ways to keep students “engaged” in learning at their convenience.

This motivated Dr. Rajlaxmi Chouhan, Assistant Professor, Department of Electrical Engineering, IIT Jodhpur, to analyze a video-based flipped classroom that has been successful in many countries across curricula and disciplines, the statement adds.

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

Flipped teaching: meaning, research aspect

The unique aspect of this research was to analyze the engagement analysis to explore if a well-defined pattern can be observed to identify students who (i) do not make much effort to watch the videos (ii) are unable to respond correctly to knowledge tests despite making significant efforts. To create a sense of belonging and immersion in the institute campus, a 3D presentation of the core labs used in this course was created for students who had not yet visited the campus. The flexibility offered by these pedagogies allowed students to focus on using the material at their convenience rather than worrying about attendance at live classes.

In this work, the use of flipped classrooms using interactive video modules, along with elements of simulation and immersive learning, are explored for first-year students at IIT Jodhpur. To recreate a personalized classroom experience for students, instructor-created video lectures were used with interleaved questions at 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 feature of this pedagogy was the video modules created by the instructor which were then assigned as interactive assignments to the students. The improved performance can be attributed to more effective use of “beyond contact hours” by students due to controlled engagement with study material. Incorporating elements of immersive 3D walkthroughs and chat rooms and taking strategic measures to combat cheating in online exams also contributed significantly to improving the learning experience. .