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

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.