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Using Organizational Theory Components to Improve the Structure of Blended/Flipped Classes: Understanding the Impact of Design Choices

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Title: Using Organizational Theory Components to Improve the Structure of Blended/Flipped Classes: Understanding the Impact of Design Choices
Language: English
Authors: Brett P. Matherne (ORCID 0000-0002-8828-7581), Wendy Swenson Roth
Source: Active Learning in Higher Education. 2025 26(2):345-364.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Organizational Theories, Blended Learning, Flipped Classroom, Centralization, Active Learning, Coordination, Course Organization, Instructional Effectiveness, College Instruction, Academic Achievement, College Students, Business Education
DOI: 10.1177/14697874241242087
ISSN: 1469-7874
1741-2625
Abstract: Technological advancements and market pressures are driving the development of pedagogical course design approaches. By using organizational design research into structuring organizations and work processes to improve effectiveness and efficiency, we focus on two structural constructs from organizational design research: standardization (of coordination including active learning components) and centralization (of decisions making for course implementation). This paper examines the impact of changes to these constructs during the conversion of a course from a traditional (face-to-face) to a blended/flipped modality. Findings show that structuring a course based on standardization and centralization can affect the student outcomes in the course. Specifically, revealing no statistical difference in short-term student performance from the traditional lecture approach to the blended/flipped approach; however, lower variability in performance occurred across sections. In addition, a lagged learning effect derived from an exit exam in students' last semester, revealed a statistical difference with students from the blended/flipped approach achieving higher long-term learning scores. We offer this as an argument for the effectiveness of the standardized active learning components embedded within the new course structure.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476191
Database: ERIC
FullText Text:
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  Data: Using Organizational Theory Components to Improve the Structure of Blended/Flipped Classes: Understanding the Impact of Design Choices
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  Data: <searchLink fieldCode="AR" term="%22Brett+P%2E+Matherne%22">Brett P. Matherne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8828-7581">0000-0002-8828-7581</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wendy+Swenson+Roth%22">Wendy Swenson Roth</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/14697874241242087
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  Data: Technological advancements and market pressures are driving the development of pedagogical course design approaches. By using organizational design research into structuring organizations and work processes to improve effectiveness and efficiency, we focus on two structural constructs from organizational design research: standardization (of coordination including active learning components) and centralization (of decisions making for course implementation). This paper examines the impact of changes to these constructs during the conversion of a course from a traditional (face-to-face) to a blended/flipped modality. Findings show that structuring a course based on standardization and centralization can affect the student outcomes in the course. Specifically, revealing no statistical difference in short-term student performance from the traditional lecture approach to the blended/flipped approach; however, lower variability in performance occurred across sections. In addition, a lagged learning effect derived from an exit exam in students' last semester, revealed a statistical difference with students from the blended/flipped approach achieving higher long-term learning scores. We offer this as an argument for the effectiveness of the standardized active learning components embedded within the new course structure.
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        Value: 10.1177/14697874241242087
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        StartPage: 345
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      – SubjectFull: Blended Learning
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: College Instruction
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      – SubjectFull: Academic Achievement
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