Abstract
Use of flipped learning environments, where content is delivered online outside of class and class time features student-centered activities, is an increasingly popular way to facilitate active learning. The success of classroom activities, however, depends on students’ willingness to complete the out-of-class work and come to class well prepared. Therefore, it is important for instructors to understand students’ attitudes towards required pre-class preparation. This study used an online questionnaire, featuring both Likert-type and open-ended questions, to explore students’ attitudes towards the online video used in a flipped undergraduate science class. Results showed moderately positive attitudes toward the pre-class video lecture, but also some strongly negative attitudes. Results of this study can help instructors understand both the benefits of flipped learning from the student perspective and the likely sources of resistance. This understanding can help instructors anticipate students’ concerns and provide effective orientation when introducing the flipped learning model in undergraduate courses.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Appendix
Appendix
Likert Questions:
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1.
I like viewing pre-class videos better than reading text materials*
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2.
The videos were helpful because I could do them on my own time. *
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3.
The videos were easy to learn from. *
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4.
The topics were well-explained in the videos. *
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5.
The videos were helpful for completing the scenario quizzes over scenario material*
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The videos were helpful for completing the in-class activities. *
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7.
The scenario quizzes helped me understand the knowledge covered in the videos. *
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8.
The in-class activities helped me understand the knowledge covered in the videos. *
Short Answer Questions:
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I can typically watch a video for _______ minutes before I begin to feel tired.
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2.
I can typically watch a video for _______ minutes before I start to lose focus.
Open-ended Questions:
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Do the pre-class lecture videos help you learn biology? Why? How?
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Is there anything else you would like to tell us about the videos you watched for this class?
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3.
Do you have any other suggestions for how the course could be improved to help you learn better?
* = Items adapted from Long et al. (2016).
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Xiu, Y., Moore, M.E., Thompson, P. et al. Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom. TechTrends 63, 369–375 (2019). https://doi.org/10.1007/s11528-018-0293-6
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DOI: https://doi.org/10.1007/s11528-018-0293-6