You are here:

Role of Video Lectures in A Flipped Classroom: How Is Knowledge Applied in Collaborative Learning?
PROCEEDING

, Tokyo Metropolitan University, Japan ; , Tokyo Institute of Technology, Japan ; , , The University of Tokyo, Japan

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Many studies on flipped classroom suggest positive effects from watching massive open online course (MOOC) videos before class; however, little research exists discussing the relationship between video content, classroom activities, and learning outcomes. This study investigates the process of how MOOC video knowledge is applied in a flipped classroom for higher order learning. We conducted questionnaire surveys and interviews with first and second year students taking an intensive course, “Visualizing Tokyo,” taught along with the edX course, “Visualizing Postwar Tokyo.” The results showed that the students gained a historical and geopolitical awareness of Tokyo through viewing the lecture video during pre-learning. The findings of the influence of online pre-learning on collaborative face-to-face learning can be summarized into three points as follows: a) By watching the lecture video in advance, the attitudes toward the content were formed, and being aware of new aspects and having doubts about the urban city were facilitated, b) Reviewing the lecture video in the theoretical section helped deepen the understanding of the content, as well as allowed focus on video production skills, and c) In creating visual narratives in the practical section, although direct references to the lecture video were few, those reflected focused on places, different cultures, and people’s lifestyles, as well as on the structures of changes, minor aspects, and stories about location and people.

Citation

Fushikida, W., Oura, H., Yamamoto, R. & Yamauchi, Y. (2018). Role of Video Lectures in A Flipped Classroom: How Is Knowledge Applied in Collaborative Learning?. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 985-997). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

View References & Citations Map

References

  1. Bergmann, J., & Sams, A. (2014). Flipped Learning: Gateway to Student Engagement. Eugene. OR: International Society for Technology in Education.
  2. Bishop, L.J., & Verleger, A.M. (2013). The flipped classroom: a survey of the research. 120th ASEE Annual Conference& Exposition. American Society for Engineering Education, Atlanta.-996-EdMedia+ Innovate Learning 2018-Amsterdam, Netherlands, June 25-29, 2018
  3. Enfield, L. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57 (6), 14-27.
  4. Johnson, W.D., Johnson, T.R., & Smith, A.K. (1991). Active Learning: Cooperation in the College Classroom. Minnesota: Interaction Book Company.
  5. Kim, K.M., Kim, M.S., Khera, O., & Getman, J. (2014). The experiences of three flipped classrooms in an urban university: an exploration of design principles. Internet and Higher Education, 22, 37-50.
  6. O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. Internet and Higher Education, 25, 85-95.
  7. Strayer, F.J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15 (2), 171-193.
  8. Wong, K., & Chu, W.K.D. (2014). Is the flipped classroom model effective in the perspectives of students' perceptions and benefits? Lecture Notes in Computer Science, 8595, 93-104.
  9. Yamauchi, Y., & Oura, H. (2014). Introduction. Bergmann, J., & Sams, A. (author) Uehara, Y. (translation) Flip Your Classroom: Reach Every Student in Every Class EveryDay. Tokyo: Odyssey Communications Inc, 3-12.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.