Pre-class video watching fosters achievement and knowledge retention in a flipped classroom

Förster, Manuel; Maur, Andreas; Weiser, Constantin; Winkel, Kirsten

doi:10.1016/j.compedu.2021.104399

Cited by 64 publications

(57 citation statements)

References 54 publications

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“…Segmenting breaks up complex learning concepts into shorter, focused videos. Weeding uses only the most important points in the video while other less important concepts are not included [6][7][8]. Our videos use text to emphasize key points, are short and focused, and emphasize the most important points.…”

Section: Discussionmentioning

confidence: 99%

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Format Changes Improve Learner Satisfaction in Local Neonatal Resuscitation Program Skills Education

McGlinn¹,

Sundgren²

2022

Cureus

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Background: The Neonatal Resuscitation Program (NRP) is a national education program that prepares learners to resuscitate newborn babies. Our local Texas Children's Hospital (TCH) NRP educational class incorporates skills training and high-fidelity simulations of neonatal resuscitation scenarios. The skills training had four elements we believed were not ideal. 1. Learners went to skills stations in groups, but different teams were formed for performing the scenario simulations in the latter half of the class. 2. The skills stations were visited in random order and not necessarily the actual order in the skills would be performed in a clinical situation. 3. Educational content presented at the skills station was highly variable depending on the instructor. 4. Emphasis was on instructors teaching content over learners practicing and demonstrating skills. In March 2019 we restructured the skills education portion completely to address all four of these problems.Objectives: To determine how changes to the design of our skills education affected learner satisfaction with the NRP course.Methods: Using the principles of situated cognition, the skills education was restructured by leadership planning and consensus. We made four changes. 1. Teams were assigned from the beginning of class, and these teams practiced all skills and performed the simulations together. 2. Every team went through the skills stations in the order they would perform them in an actual resuscitation. 3. Videos were made to teach the "gold standard" information needed for the skills stations. 4. Instructors were asked to think of themselves as coaches and not teachers, letting the videos do the education, and they focused on improving skill performance. A survey was designed and disseminated by e-mail to all learners of the first 13 classes taught using the new educational format (n=196). The survey asked learners to compare their experience of the new format compared to their memory of the previous format.Results: A total of 163 learners responded and completely finished the survey (83% response rate). Of the 163 respondents, 109 learners (67%) had taken the course in the past at TCH and filled out the survey questions comparing the new format to the past format. Out of the total, 93% of learners (n=101) judged the new format to be "better" or "much better." The percentage of learners that attributed the improvement to the changes we made were: 70% for team assignments from the beginning (n=76), 74% for skills performed in order (n=81), 68% for video-based education (n=74), and 76% for instructors as coaches (n=83). Learners rated the videos used for education very highly.Conclusions: The reformat of our skills education has improved our learners' experience during NRP training. The highest-rated change was asking our instructors to operate as coaches rather than teachers.

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Section: Discussionmentioning

confidence: 99%

“…Videos can be especially helpful to demonstrate skills, proper sequencing, communication, and teamwork. Utilizing brief videos reduced the cognitive load and improved student memorization and performance when used prior to simulation-based training [6]. Certain aspects of how the videos are made also can contribute to learning.…”

Section: Interventionmentioning

confidence: 99%

Format Changes Improve Learner Satisfaction in Local Neonatal Resuscitation Program Skills Education

McGlinn¹,

Sundgren²

2022

Cureus

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“…This suggests it is possible to state that online flipped learning has a positive effect on educational settings. Förster et al [35] and Huang et al [48] state that there is a need for flipped learning environments to provide active learning processes, interaction, and learning progress suitable for individual learning processes. With this motivation, Förster et al [35], concluded that flipped learning environments contributed to an increase in students' motivation and computing academic achievement in the short and long term, contributing to better performance.…”

Section: Discussionmentioning

confidence: 99%

Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Polat

Hopcan

Albayrak

et al. 2022

Comp Applic In Engineering

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The purpose of this study was to examine how the flipped learning readiness, engagement, autonomous learning, and computing achievements of university students in an online flipped classroom differ according to gender and feedback groups (verbal, written, and grade reporting) before and after a computing course. An 8-week application was conducted with 104 university students enrolled Computing course at a state university, İstanbul, Turkey.Students were randomly assigned to three different feedback groups. An experimental design was used in this study and quantitative data was collected. Students did homework and written/verbal or grade feedback was given to students through Moodle. A flipped learning readiness scale, computing achievement test, online student engagement scale, and autonomous learning scale were given to participants as pretests and posttests. The results showed that computing academic achievement, flipped learning readiness, and engagement variables increased significantly. There were differences in online engagement regarding gender but no difference between feedback types. The research includes suggestions for future studies.

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“…Terdapat beberapa kajian terkini dijalankan berkaitan perlaksanaan kelas berbalik mendapati murid menunjukkan tingkah laku yang positif dalam aspek kepuasan, keselesaan pembelajaran, komunikasi dan pengurusan masa (Ainullah et al, 2021;Cevikbas & Kaiser, 2020;Kuhlmann, 2021;Zainab et al, 2021). Förster et al (2022) mendapati bahawa murid yang mempunyai prestasi yang baik semasa mengikuti pembelajaran secara kelas berbalik adalah murid yang tidak berlengah mengakses kandungan kursus. Kajian tersebut telah membuat perbandingan melibatkan pelajarpelajar universiti dan mendapati sebanyak 39 % responden yang terlibat dengan kelas berbalik akan membuat persediaan sebelum hadir ke kuliah jika dibandingkan dengan murid yang mengikuti pembelajaran secara tradisional.…”

Section: Sorotan Literaturunclassified

Kesediaan Murid Tahun Satu dalam Mengikuti Pembelajaran Matematik Secara Kelas Berbalik

Yusof

Maat

2022

MJSSH

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Kelas berbalik merupakan sejenis pembelajaran teradun yang disyorkan oleh Kementerian Pendidikan Malaysia (KPM) untuk digunakan oleh guru matematik sewaktu pasca pandemik COVID-19. Namun keberkesanan pendekatan pedagogi ini sangat berkait rapat dengan tahap kesediaan murid. Sehubungan dengan itu, kajian ini dijalankan bagi meneroka kesediaan murid tahun satu menggunakan model kelas berbalik sebagai sebahagian dari kaedah pembelajaran mata pelajaran Matematik. Kajian kualitatif ini dijalankan menggunakan reka bentuk kes tunggal terhadap 5 orang murid Tahun 1 dari sekolah harian biasa di Kuala Lumpur. Peserta kajian ini di pilih dengan menggunakan kaedah pensampelan bertujuan. Pengumpulan data dibuat menggunakan pemerhatian di dalam kelas dan temu bual separa berstruktur peserta kajian. Data kajian telah dianalisis menggunakan perisian NVivo 12. Dapatan kajian ini menunjukkan bahawa kesediaan murid tahun satu dipengaruhi oleh faktor dalaman seperti efikasi kendiri terhadap teknologi, regulasi kendiri, kecenderungan kaedah penyampaian dan aktiviti pra kelas. Manakala faktor luaran seperti kemudahan peranti elektronik dan perkhidmatan internet. Selain itu faktor persekitaran seperti perhatian ibu bapa dan kerjasama ahli keluarga yang lain turut dikenal pasti. Kesannya, walaupun murid masih mudah terkesan dengan faktor-faktor tersebut, kajian mendapati terdapat perubahan dari segi minat dan tingkah laku yang positif sepanjang mereka mengikuti model pembelajaran ini. Limitasi dan kajian lanjutan turut dibincangkan meliputi aspek-aspek yang perlu diambil kira oleh penyelidik bagi menambahbaik kajian dalam konteks yang serupa pada masa hadapan. Justeru, hasil dapatan daripada kajian ini diharap membantu kepada usaha untuk memantapkan lagi kualiti penyampaian mata pelajaran Matematik melalui kelas berbalik di sekolah rendah.

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Pre-class video watching fosters achievement and knowledge retention in a flipped classroom

Cited by 64 publications

References 54 publications

Format Changes Improve Learner Satisfaction in Local Neonatal Resuscitation Program Skills Education

Format Changes Improve Learner Satisfaction in Local Neonatal Resuscitation Program Skills Education

Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Kesediaan Murid Tahun Satu dalam Mengikuti Pembelajaran Matematik Secara Kelas Berbalik

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