During one of my latest University research assignments, I explored the concept of the use of technology in the classroom and how this has an impact on teaching, learning and assessment.

It is sure that technology plays a major part in our daily lives, from the use of computers, to simulators, to LMS. There is no doubt that technology in education is here to stay!

Given this, and as a point of reflection, rises two perhaps philosophical yet key questions: Should we start with technology and fit the lesson around it? Or do we start with the lesson and fit the technology into this? The theory suggests that neither of these two questions are appropriate.

The real question we should be asking is how we empower students to meet the learning outcomes in a way that is engaging, enjoyable and motivating. In short, we place the student experience at the centre of the decision making.

If technology will enhances the learning experience, then use it. If it doesn’t then don’t!

One of the most used, and perhaps misinterpreted terms in education today is Technology Enhanced Learning. The key word here is ‘enhanced’ and it refers to the enhancement of student learning through technology, in fact technology alone does not necessarily enhance student learning.

Technology in education therefore must have a clear scope.

The age of technology is also transforming how we think about classroom teaching. Terms like “blended learning” and “flipped classroom” are becoming more common, but the similarities and differences between these two systems are not always clear.

Blended learning is a teaching method that embeds the technology with the traditional classroom activity.

Although on the internet there are a variety of different kinds of blended learning approaches, the way in which the instructional technologies are blended within the educator pedagogical approach are endless. In general, blended learning refers to the following:

  • Some specific learning take place online in an asynchronous way; this means that students have control over the path and pace at which they engage with content.
  • Some specific learning happens in an instructor-led classroom.
  • Online and in-person learning is complementary, creating a truly integrated learning environment (Panopto, 2019).

Flipped learning, also known as flipped classroom, is a sort of blended learning where the ‘traditional classroom’ is flipped. Contents are not delivered directly in the classroom, instead students learn the contents prior the training (or class) through the (i.e. LMS) and then bringing the application of the ‘pre-acquired’ in the classroom. This new approach would allow students, for instance, to perform more practical learning activities on site (Allison et al., 2014). In practice, this can be for example achieved by letting participants spending more time in hands on activity (i.e. Simulator) rather than classroom teaching.

Conclusion: The full implementation of a proper blended learning (and flipped classroom) requires a different approach on how the learning process is seen.
Flipped learning, in my opinion will require two main important changes to happen: the first one is the ‘transfer of role’ from instructor to facilitator led classroom, and the second one is the shift of the responsibility for the learning process from the organization to the employees. Students should be responsible for their personal & professional development, moving from a passive to a more active approach to learning. – Antonio Russo


What Is Blended Learning? (2019) Available at:  https://www.panopto.com/blog/what-is-blended-learning/ [Accessed 10/22/2022].

James, Allison & Chin, Christopher & Williams, Belinda. (2014). Using the flipped classroom to improve student engagement and to prepare graduates to meet maritime industry requirements: a focus on maritime education. WMU Journal of Maritime Affairs. 13. 331-343. 10.1007/s13437-014-0070-0.