The Impact of Blended Learning on Student-Teacher Interactions in Higher Education

Abstract

This article presents a comparative analysis of flipped learning and blended learning methods in enhancing academic outcomes. Flipped learning, which reverses traditional classroom roles by delivering instructional content outside of class, allows for deeper in-class engagement through interactive activities. In contrast, blended learning combines traditional face-to-face instruction with online components, offering greater flexibility and access to diverse resources. Through a descriptive analysis of previous studies, the article examines the effectiveness of both methods in improving student performance, motivation, and autonomy. The findings reveal that while both approaches positively impact academic results, their success largely depends on environmental factors such as technological infrastructure and teacher competency. Challenges such as technology access for flipped learning and the need for self-regulation in blended learning are discussed. The study concludes with practical recommendations for effectively implementing these methods in various educational settings.