Relations between Blended Learning, Flipped Classroom, Learning Space, and Active Learning

  • สุรไกร นันทบุรมย์ โรงเรียนกำเนิดวิทย์
Keywords: Active learning, Flipped classroom, Learning space


Relations between blended learning, flipped classroom, learning space, and active learning

Active learning is an instructional method which requires students’ engagement in the learning process than just passively receive knowledge from instructors. Active learning also responds to various learning styles of learners and gives a positive result of students’ learning outcomes. Blended learning can be combined with active learning method to foster student’s learning anytime both within and outside classroom, if they have internet
accessible devices. Furthermore, flipped classroom principle demanding students to study before class can enrich learning activity in classroom in a more profound and extensive learning results. In addition, a suitable classroom learning space could support positively inclass learning activity and students’ outcomes, while well-prepared outdoor learning space benefits active learning by supporting different academic activities. These theories and principles have systematic relationships that enhance a variety of active learning activities with good management which suitable for each educational context, any limitations of active learning could be reduced.


Download data is not yet available.


แขมมณี. (2558). ศาสตร์การสอน องค์ความรู้เพื่อการจัดกระบวนการเรียนรู้ที่มีประสิทธิภาพ
(พิมพ์ครั้งที่ 19). กรุงเทพ: สำนักพิมพ์แห่งจุฬาลงกรณืมหาวิทยาลัย.

Andrew, C., & Wright, S. E. & Raskin, H. (2015). Library learning spaces: Investigating libraries and investing in student feedback. Journal of Library Administration, 56(6), 647-672.

Andrews, TM, Leonard, MJ, Colgrove, CA, & Kalinowski, ST (2011). Active learning not associated with student learning in a random sample of college biology courses. CBE Life Scencei Education, 10(4), 394-405.

Bailey, J., Ellis, S., Schneider C., & Ark, T. V. (2013). Blended learning implementation guide.
Foundation for Excellence in Education.

Bishop, J. L. & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ,American Society for Engineering Education, 120th ASEE Annual Conference & Exposition.
Retrieved from

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom .
ASHE-ERIC Higher Education Rep. No. 1.

Brame, C., (2013). Flipping the classroom. Vanderbilt university center for teaching.
Retrieved from

Brooks, D. C. (2010). Space matters: The impact of formal learning environments on student
learning. British Journal of Educational Technology, 42(5), 719-726.
DOI: 10.1111/j.1467-8535.2010.01098.x

Byers, T., Imms, W. & Hartnell-Young (2014). Making the case for space:
The effect of learning spaces on teaching and learning. Curriculum and Teaching, 29(1), 5-19.

Cornell Center for Teaching Excellent. (2016).
Retrieved from

Cynthia, E. H. (2014). Preparing students for class: How to get 80% of students reading the
textbook before class. American Journal of Physics, 82(989), 989-996.

Debra, M. (2012). Blended Learning Creating Learning Opportunities for Language Learners.
New York: Cambridge University Press.

Educause. (2012). 7 things you should know about flipped classrooms.
Retrived from
How to Cite
นันทบุรมย์ส. (2017). Relations between Blended Learning, Flipped Classroom, Learning Space, and Active Learning. TLA Bulletin (Thai Library Association), 61(2), 45-63. Retrieved from
Academic Articles