Page 34 - Campus Technology, July 2017

RESEARCH
USE OF THE BLENDED OR HYBRID MODEL IN CLASS
28%
48%
2%
7%
14%
Yes, all of my classes are blended.
Yes, some of my classes are blended. No, but they will be within the next year. No, but I’m exploring the option.
No, none of my classes are blended.
FACULTY REPORTING ON THEIR OWN TECH ABILITIES
13%
14% 2%
0%
Absolutely confident. My skills are maxed out. Very confident. I get the job done and adapt to new tech quickly.
My tech skills are adequate.
I lack confidence. My tech skills are below average, and I’m a bit overwhelmed by
new technologies.
I’m extremely incompetent with technology. I need help all the time.
71%
USE OF FLIPPED CLASSES
15%
46%
5%
19%
16%
Yes, all of my classes are flipped.
Yes, some of my classes are flipped. No, but they will be within the next year. No, but I’m exploring the possibility.
No, none of my classes are flipped.
34
CAMPUS TECHNOLOGY | July 2017
of the identity of the individual doing the work. In my online classes — and even the on-campus classes — cheating has become increasingly found among students.”
In a related question, we asked faculty if they are flipping their classrooms — having students review recorded lec- tures or course content on their own and using class time for hands-on, active learning activities. Sixty-one percent of
respondents said all or some of their classes are flipped (up from 55 percent in 2016). Twenty-four percent plan to use the flipped model in the next year or are exploring the idea.
One faculty member in Connecticut pointed to the
flipped model as a way to make learning more engaging: “Technologies that will improve learning will engage students in doing more thinking. So much of what we see now is making learning more convenient, but not really increasing student engagement in and responsibility for their own learning. Flipped classroom models are moving in the right direction, asking students to engage with course content in creative and productive ways.”4