Video Supported Flipped Classroom
Tayfun Tuna, University of Houston, United States ; Tuhin Dey, Purdue University, United States ; Jaspal Subhlok, Leigh Leasure, University of Houston, United States
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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.
Tuna, T., Dey, T., Subhlok, J. & Leasure, L. (2017). Video Supported Flipped Classroom. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1159-1171). Washington, DC: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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Rosa Arruabarrena, Ana Sánchez, José Miguel Blanco, José Ángel Vadillo & Imanol Usandizaga, University of the Basque Country, UPV/EHU, Spain
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 232–237
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