It has been suggested that blended learning can help maximize instructor efficiency, increase student engagement, reach more students, and improve retention rates [ 6].
This increase in instructor efficiency is counterbalanced by the need for extensive development of online material on the part of the instructor, although that effort rapidly diminishes after the first offerings of the flipped course.
In the interests of efficiency, instructors implementing the VF have tested a number of different models that, when combined, may offer solutions.
Spector (2014) considered that smart learning environment supports planning and innovative alternatives for learners and instructors, and should be effectiveness, efficiency, engagement, flexibility, adaptivity, and reflectiveness.
The combination of improved student outcomes, at least in the short term, with improved instructor time and classroom use efficiency, makes course flipping an attractive alternative to the standard lecture course.
The goal of our study was to investigate the feasibility of adequate testing (effectiveness) within the shortest period of time (efficiency), using an automated testing procedure without an instructor.
What about the instructors?
Possibly just the instructors.
Mentions instructors: James Folsom, Benjamin Nangle, Richard Sewell, Michael Coward, Harry Berger.
Professional instructors, take heart.
