Online Prelectures: An Alternative to Textbook Reading Assignments

Abstract

To engage students in a more meaningful discussion of course material and prompt their higher thinking skills, most instructors expect students to read the course textbook for initial exposure to the course content before class. However, as many instructors are aware, most students do not read their textbook throughout the quarter.1,2 At California State Polytechnic University, Pomona (Cal Poly Pomona) we have adopted web-based multimedia learning modules (MLMs) as prelecture assignments to help students to prepare for the class activities. The MLMs place lecture contents into the hands and control of the learners; similar to “flipped”3 or “inverted”4 classroom approaches, this method allows students to receive key course content outside of class and apply and analyze the content actively during class. In addition to initial exposure to basic principle, the MLMs provide additional worked examples that cannot be thoroughly covered in class.

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

“…For example, improved student learning and attitudes towards instruction have been found when reading assignments have been replaced with on-line multimedia videos in physics classes across various institutions [5][6][7]. In particular, it has been shown that students arrive to class better prepared for learning when completing MLMs versus traditional reading assignments for large-enrollment lecture-based courses and hybrid on-line formats [5,8,9].…”

“…A more in-depth discussion of how the authors of the MLMs utilized the relevant literature in the design process is available in reference [8]. Furthermore, the efficacy of the MLMs has been verified in multiple other settings [5][6][7][8][9].…”

Fostering Learning Autonomy Through the Implementation of Flipped Learning in Language Teaching Media Course

“…Benefits such as increased student engagement, increased feedback between teacher-students and among students, as well as the degree of student independence have been documented in several literatures (Goodwin & Miller, 2013;Roehl, Reddy, & Shannon, 2013;Sadhaghiani, 2012). Although the benefits have been widely studied, not many have applied to teacher training programs since most of the application of flipped classrooms is done in the field of science (Sadaghiani, 2012). Meanwhile, providing innovative and creative learning models should be the foundation of teacher training programs, because optimal learning is done by having a hands-on experience.…”

Resources for "Flipping" Classes

“…Though their sample size was small (45 students), they found that students who watched the multimedia presentations scored nearly one standard deviation higher than students who read the textbook [7]. Moreover, there is evidence that students are more likely to watch videos than read the textbook before class [8].…”