Advertisement

TechTrends

, Volume 60, Issue 3, pp 245–252 | Cite as

Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom

  • Taotao LongEmail author
  • Joanne Logan
  • Michael Waugh
Original Paper

Abstract

The flipped classroom is an instructional model in which students viewed the learning content before class through instructor-provided video lectures or other pre-class learning materials, and in-class time is used for student-centered active learning. Video is widely utilized as a typical pre-class learning material in the flipped classroom. This paper reports the findings from a survey about students’ attitudes and preferences regarding the pre-class learning experiences in an undergraduate science course that utilized a flipped classroom model. Findings demonstrate that students had positive attitudes towards using pre-class videos in the flipped classroom. Students had different perceptions towards the four types of pre-class learning materials used in this course, including three types of videos and text-formatted materials. Students’ attitudes and preferences on pre-class learning materials did not differ across class levels, major fields, or previous experience of learning via videos. Students suggested that pre-class videos should be kept short and engaging.

Keywords

Pre-class learning Survey The flipped classroom Video 

Notes

Acknowledgments

The authors give thanks to all the students in the course ESS 220 for their supports and suggestions in this study.

References

  1. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington DC: International Society for Technology in Education.Google Scholar
  2. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings of 120th ASEE Annual Conference Proceedings. Atlanta, GA. Google Scholar
  3. Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195–203.CrossRefGoogle Scholar
  4. Brame, C., (2013). Flipping the classroom. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
  5. Bruner, J. (1966). Toward a theory of instruction. Cambridge: Harvard University Press.Google Scholar
  6. Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387–399.CrossRefGoogle Scholar
  7. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.CrossRefGoogle Scholar
  8. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.CrossRefGoogle Scholar
  9. Evans, H. K. (2014). An experimental investigation of videotaped lectures in online courses. TechTrends, 53(3), 63–70.CrossRefGoogle Scholar
  10. Flipped Learning Network. (2014). The four pillars of F-L-I-P™. Retrieved from www.flippedlearning.org/definition.
  11. Frydenberg, M. (2013). Flipping excel. Information Systems Education Journal, 11(1), 63–73.Google Scholar
  12. Gerstein, J. (2011). The flipped classroom model: A full picture. Retrieved from http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/.
  13. Griffin, D. K., Mitchell, D., & Thompson, S. J. (2009). Podcasting by synchronizing PowerPoint and voice: what are the pedagogical benefits? Computers & Education, 53(2), 532–539.CrossRefGoogle Scholar
  14. Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. Education Technology Research Development, 57(3), 333–357.CrossRefGoogle Scholar
  15. Imran, M. (2013). Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts. Journal of learning and teaching, 7, 1–13.Google Scholar
  16. Kay, R. H., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computer & Education, 59, 619–627.CrossRefGoogle Scholar
  17. Kearney, M. (2013). Learner-generated digital video: using ideas videos in teacher education. Journal of Technology and Teacher Education, 21(3), 321–336.Google Scholar
  18. Loomes, M., Shafarenko, A., & Loomes, M. (2002). Teaching mathematical explanation through audiographic technology. Computers & Education, 38(1), 137–149.CrossRefGoogle Scholar
  19. Makice, K. (2011, December 10). Flipping the classroom requires more than video. Retrieved from http://www.wired.com/geekdad/2012/04/flipping-the-classroom/.
  20. Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  21. McGarr, O. (2009). A review of podcasting in higher education: its influence on the traditional lecture. Australasian Journal of Educational Technology, 25(3), 309–321.Google Scholar
  22. Merriam, S. B. (2009). Qualitative research: a guide to design and implementation (3rd ed.). San Francisco: Jossey-Bass.Google Scholar
  23. Milligan, C., Littlejohn, A., & Margaryan, A. (2013). Patterns of engagement in connectivist MOOCs. Journal of Online and Teaching, 9(2), 149–158.Google Scholar
  24. Moroney, S. P. (2013). Flipped teaching in a college algebra classroom: An action research project. Informally published manuscript, Department of Educational Technology, University of Hawaii at Manoa, Honolulu, HI, Retrieved from http://etec.hawaii.edu/proceedings/masters/2013/Moroney.pdf.
  25. Ng, W. (2014). Flipping the science classroom: exploring merits, issues and pedagogy. Teaching Science, 60(3), 14–25.Google Scholar
  26. O’Neil, K., Kelly, T., & Bone, S. (2012). We turned learning on its ear: Flipping the developmental classroom. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2752–2756).Google Scholar
  27. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks: Corwin Press.Google Scholar
  28. Santos, J. R. A. (1999). Cronbach’s alpha: a tool for assessing the reliability of scales. Journal of Extension, 37(2). Retrieved May 4, 2015, from http://www.joe.org/joe/1999april/tt3.php/.
  29. Shim, J. P., Shropshire, J., Park, S., Harris, H., & Campbell, N. (2007). Podcasting for e- learning, communication, and delivery. Industrial Management and Data Systems, 107(4), 587–600.CrossRefGoogle Scholar
  30. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research, 15(2), 171–193.CrossRefGoogle Scholar
  31. Vajoczki, S., Watt, S., Marquis, N., & Holshausen, K. (2010). Podcasts: are they an effective tool to enhance student learning? A case study from McMaster University, Hamilton Canada. Journal of Educational Multimedia and Hypermedia, 19(3), 349–362.Google Scholar
  32. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  33. Wang, R., Mattick, K., & Dunne, E. (2010). Medical students’ perceptions of video- linked lectures and video-streaming. Research in Learning Technology, 18(1), 19–27.CrossRefGoogle Scholar
  34. Whatley, J., & Ahmad, A. (2007). Using video to record summary lectures to aid students’ revision. Interdisciplinary Journal of E-Learning and Learning Objects, 3, 185–196.Google Scholar

Copyright information

© Association for Educational Communications & Technology 2016

Authors and Affiliations

  1. 1.Department of Educational Psychology and CounselingThe University of TennesseeKnoxvilleUSA
  2. 2.Department of Biosystems Engineering and Soil ScienceThe University of TennesseeKnoxvilleUSA

Personalised recommendations