This article discusses the author’s doctoral dissertation Studies on developing blended learning practices in business courses with learning technologies and flipped classroom pedagogy in the Finnish higher education context which was published and examined in November 2024.
The research was driven by the need to develop flexible and effective teaching practices in higher education. Government targets for higher education and changing circumstances, such as COVID-19, have largely contributed to the need to develop diverse learning environments and to incorporate different technologies into teaching. Blended learning has been proven to be an effective and efficient way to learn, combining the best of online and face-to-face learning in a meaningful way. The question of how to develop and apply blended learning practices in business education arose.
The theoretical framework of the research is based on the concepts of blended learning (BL), flipped classroom (FC), 360-degree video technology, and augmented reality (AR). Blended learning combines face-to-face and technology-mediated learning. Flipped classroom pedagogy has gained much ground in higher education and has been seen as one way to apply blended learning. In the flipped classroom pedagogy, the lectures are recorded for students to listen to in advance, and face-to-face classroom time is used to deepen learning through various learning activities. 360-degree video is a technology that captures the full panoramic view of the learning environment and augmented reality allows the user to see the real world overlaid with virtual computer-generated objects.
The dissertation focuses on the development of blended learning practices in business courses by utilizing previously mentioned learning technologies and flipped classroom pedagogy. The research was conducted using a practical action research methodology, that was implemented through three case studies. The participants were higher education business and international business students.
Each study was published as a peer-reviewed journal article and the dissertation is a summary of these papers. The first paper investigated the use of 360-degree video in synchronous blended learning and the second paper investigated the use of augmented reality in asynchronous blended learning. The third paper investigated the use of flipped classroom pedagogy to enhance learning in blended learning courses. The studies aimed to identify the benefits and challenges of using the technologies and to discover the main issues that should be considered when using flipped classroom pedagogy. The results of the studies are based on students’ opinions and experiences collected through online surveys during the experiments.
Immersive and engaging learning experience with 360-degree video technology
The results showed that 360-degree video technology and augmented reality provide students with an immersive and engaging learning experience. The 360-degree video offers a greater sense of being present for online students and augmented reality makes learning more motivating offering an ability to learn anywhere and anytime. The flipped classroom pedagogy promotes active learning and enhances students’ self-management skills. Attention should be paid to the quality of learning materials, well-designed face-to-face classes and the instructor’s active role in facilitating, motivating, and guiding students in the courses. Using learning diaries with flipped classroom pedagogy can effectively promote learning and reflection in blended learning courses.
As a main contribution, the dissertation provides recommendations for other teachers and educational professionals to develop blended learning practices and how to take advantage of learning technologies in higher education. As technology is constantly evolving, the study suggests that future research could focus on the possibilities of AI to support student learning in flipped courses.
Text:
Mikko Hyttinen, Lecturer, Karelia UAS
Hyttinen, M. 2024. Studies on developing blended learning practices in business courses with learning technologies and flipped classroom pedagogy in the Finnish higher education context. Publications of the University of Eastern Finland. Dissertations in Science, Forestry and Technology, 61. http://urn.fi/URN:ISBN:978-952-61-5367-4