Video Supported Flipped Classroom

  1. Tayfun Tuna, University of Houston, United States
  2. Tuhin Dey, Purdue University, United States
  3. Jaspal Subhlok, University of Houston, United States
  4. Leigh Leasure, University of Houston, United States

Friday, June 23 10:45 AM-11:15 AM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Sandra Williamson-Leadley, University of Otago College of Education, New Zealand

This paper addresses the use of video for a flipped classroom with a case study. The instructor makes the lecture videos available to the students prior to class, and utilizes the class time for discussion and student questions. We evaluate this approach with an introductory psychology course that was taught repeatedly in a traditional way and as a lecture video supported flipped classroom. The evaluation is based on assessing i) student perception of this instruction model, ii) teaching and course evaluations, iii) instructor satisfaction, vi) student performance, and v) video usage analytics. An overwhelming majority of students stated that they prefer this combination of video and class discussions to a traditional class. The instructor expressed a higher level of satisfaction for this style of a flipped classroom over a traditional classroom. However, confounding variables in the structuring of the course prevent us from making firm conclusions about student performance.

ID
51199
Type
Full Paper: Journal Publication
Topics
Multimedia/Hypermedia Applications Infrastructure, Technology & Techniques SIG: Emerging Technologies for Learning and Teaching
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