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Updated: Dec 3, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?

Maryam Malekigorji¹, Taher Hatahet¹

¹School of Pharmacy, Queen's University Belfast, Belfast BT9 7BL, UK.

Pharmacy (Basel, Switzerland)

|October 29, 2020

Summary

This summary is machine-generated.

A super blended teaching model combining Classroom Response System (CRS) with Flipped Classroom (FC) and Team-Based Learning (TBL) significantly boosted student engagement and academic performance. This innovative approach enhanced collaboration, motivation, and attendance, especially when F-CRS was used in teams.

Keywords:

TurningPoint blended teaching and learning classroom response system flipped classroom interactive teaching student engagement team-based learning

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Area of Science:

Educational Technology
Pedagogy

Background:

Student engagement can be limited by large class sizes, diverse backgrounds, and time constraints.
Interactive learning environments are crucial for effective knowledge acquisition.

Purpose of the Study:

To introduce and evaluate a super blended teaching and learning model integrating Classroom Response System (CRS), Flipped Classroom (FC), and Team-Based Learning (TBL).
To assess the impact of this model on student engagement, collaboration, motivation, attendance, and academic performance.

Main Methods:

A hybrid model termed Flipped-CRS (F-CRS) was implemented, requiring students to engage with pre-session e-learning materials and recorded lectures.
In-class activities involved applying knowledge through individual or team-based responses to questions using TurningPoint CRS software on smart devices.
The approach facilitated formative assessment and allowed educators to predict summative assessment performance.

Main Results:

Learners provided positive feedback on the F-CRS approach.
The super blended model demonstrated substantial increases in student collaboration, motivation, engagement, attendance, and academic performance.
Team-based F-CRS application showed particularly enhanced outcomes.

Conclusions:

The super blended teaching and learning model, particularly F-CRS, effectively overcomes engagement barriers in diverse and large classrooms.
This approach enhances multiple facets of the learning experience, including collaboration and academic success.
Educators can effectively monitor engagement and utilize formative assessment for improved teaching strategies.