O n f e r e n c e

 
Literature Review 
Blended Learning 
–
 Flipped Learning 
The blended learning approach recurrent in higher learning education enhances pedagogy 
and methodology practice by moving away from traditional linear knowledge 
transmission to finding the appropriate balance of face to face and online learning with 
the “basic assumption” of exposing the learners to a myriad of deep, meaningful and 
personalised learning possibilities (Garrison & Vaughans, 2008: 6; Sampson & 
Karagiannidis, 2002).
The notion of flipped or inverted learning (henceforth will be referred to as flipped 
learning) was made popular by two chemistry teachers from Colorado, Jonathan 
Bergmann and Aaron Sams (Hamdan 
et al
, 2013). Gerstein (2011) proposes a flipped 
classroom model engaging the educator/lecturer/instructor, learner and technology.

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
The flipped classroom model consists of the following stages: - experiential engagement, 
concept exploration, meaning making and demonstration and application. 
Cognitive Apprenticeship 
Traditional apprenticeship begets mastery of skills by means of observation, coaching 
and practice between master and student and it is noted these stages are tactile. 
Cognitive apprenticeship focuses on developing learners’ cognitive skills in applying 
conceptual and factual knowledge to solve real-world problems. Cognitive apprenticeship 
cultivates thinking skills which are invisible however these skills can be make visible by 
changing the learning environment so learners are able to “observe, enact and practice 
them” (Collins, 2005: 48). By making thinking skills visible, learners become aware of 
the thought process and commit them to consciousness until it becomes intuitive. 
Cognitive apprenticeship functions on the following learning environment parameters 
specifically content, method, sequencing and sociology (c.f. Collins, 2005). 
Cognitive apprenticeship is apt for higher education learning scenario as learners have to 
attain and perform higher order thinking skills through interaction with content 
knowledge and learning strategies set in conducive learning environments using an 
expertise development method. This method consists of the following stages: - modeling, 
coaching, scaffolding, articulation, reflection and exploration.
Reflection 
Reflection is a behavior involving “active, persistent and careful consideration of any 
belief or practice” (Grant & Zeichner, 1984: 4) to help learners transform their
learning. 
Reflection is essential in the construction of knowledge as it is a medium “for critical 
analysis, problem solving, synthesis of opposing ideas, evaluation, identifying patterns 
and creating meaning” (Burns, Dimock & Martinez, 2000: 1). Learning
to reflect is an 
important skill to master as well as an important block in any learning practice so 
learners are able to challenge current and personal beliefs and take responsibility for 
their actions. Not only that, reflection allows learners to develop a critical voice and not 
be drowned or subsumed by the roar of popular beliefs (Canning, 1991). The current 
scholarship of learning requires learners to be informed critics and contribute towards the 
growth of literature.