Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study
Taotao Long, Joanne Logan, Michael Waugh, The University of Tennessee, Knoxville, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The flipped classroom is an instructional model in which students are initially exposed to the concepts of the learning contents outside classroom through instructor-provided videos and other pre-class learning materials, and instructors use the in-class time for student-centered active learning, such as problem solving, collaborative project, and field trip. The pre-class video is widely utilized as a typical pre-class learning material in the flipped classroom model for its media presentation format, easy access, and interest. This paper reports the initial findings from a survey about students' attitudes and preferences regarding the pre-class videos in an undergraduate science course implemented in the flipped classroom model, their perceptions of different formats of pre-class learning materials, including 3 different types of videos and text learning material. This paper also shares lessons for educators to improve the pre-class learning material based on students' suggestions.
Long, T., Logan, J. & Waugh, M. (2014). Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 920-927). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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Charlie LaLonde, Western Middle School, United States; Marlena Bravender, Saginaw Valley State University, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 951–955
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