Blended learning and flipped learning/classroom

Blended learning involves the combination of face-to-face and technology-mediated learning (Porter et al., 2014). Garrison and Kanuka (2004, p.96) defined blended learning as "a thoughtful integration of face-to-face classroom learning experiences with online experiences". Since the early 2000s, educational institutions have adopted different ways of blending online and traditional face-to-face teaching; commonly referred to as blended, hybrid, flipped, or inverted - which are categorized according to the sequence of integration of face-to-face and online sessions (Rasheed et al., 2020).

In this way, the didactics or the more theoretical parts and even tasks that the teacher believes may be useful for the students are seen in a personal way at different times than in class. This does not only have to occur individually in the students but can be done in the form of a video conference, with other students, etc. to then use the time spent in the classroom to work on the content that has been done previously so that the students can receive feedback from the teaching staff with the previous content that has already been seen or establish more complex tasks with other classmates in a face-to-face manner (Young et al., 2014).

One of the most common and fashionable methodologies in asynchronous learning is the flipped classroom.

In a flipped classroom, the knowledge transfer component takes place outside the classroom and is brought into the online format. Instead, within the classroom, active and collaborative tasks are carried out to work on the content that has been given by the teacher online. Importantly, this content can also be student-generated.

In this way, students prepare for the face-to-face class using the resources they have worked on online and then consolidate this knowledge in class and build on it (Abeysekera & Dawson, 2015).

It is for this reason that the most widely used methodology for blended learning is this one, as well as different benefits that have been highlighted in the scientific literature (e.g., Hall & DuFrene, 2016):

• Use of class time for activities and problem-solving.

• Promote classroom discussion more easily because of the work done outside the classroom.

• More information and content can be covered without detracting from the quality of the content.

• The ability for students to refer back to the material whenever they need to.

• More active learning is promoted within the classroom.

• Improved planning and achievement of learning objectives and content.

• The reuse of content and its improvement is easier for teachers.

However, there are several guidelines to try to promote good practice in flipped classrooms (Hall & DuFrene, 2016):

• General explicit, concise, and direct online material for students.

• Plan and prepare well for the face-to-face class, paying special attention to the activities to be done during this time.

• Use face-to-face class time for demonstrations and group activities, as well as for assessment and monitoring.

• Consider establishing an input, either in the grading or verbally... to those students who perform the materials outside the classroom.

• Establish an online space for learners to comment on the material they have been given online, to improve it and learners' interests.