September 10, 2025Ubiquity ProceedingsOpen Access

Facilitating Flexible Learning by Implementing Blended Learning with Reduced Classroom Time: Research Insights and Implications for Practice

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Learning effectiveness in FLEX courses was statistically equivalent to traditional formats, despite a 51 percent reduction in classroom instruction.
Implementation quality significantly influenced student engagement and success, emphasizing the need for structured courses and timely feedback.
A systematic review revealed no adverse impact of reduced classroom time on learning outcomes, supporting the flexibility of blended formats.
Stakeholder perceptions varied, with students appreciating flexibility, while lecturers were concerned about engagement in self-directed learning.

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Implication

Mixed-methods research demonstrates learning effectiveness in blended learning models with reduced classroom time, highlighting stakeholder perceptions.

Cite This Study

Claude P. Muller (2025) studied this question.

synapsesocial.com/papers/68c23b08b210217d647832ac https://doi.org/10.5334/uproc.189

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Implication

Mixed-methods research demonstrates learning effectiveness in blended learning models with reduced classroom time, highlighting stakeholder perceptions.

Facilitating Flexible Learning by Implementing Blended Learning with Reduced Classroom Time: Research Insights and Implications for Practice

Key Points

Discussion

Implication

Cite This Study

Facilitating Flexible Learning by Implementing Blended Learning with Reduced Classroom Time: Research Insights and Implications for Practice

Key Points

Discussion

Implication

Cite This Study

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Also Consider