Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom

Xiu, Ying; Moore, Michael K.; Thompson, Penny; French, Donald P.

doi:10.1007/s11528-018-0293-6

Cited by 44 publications

(60 citation statements)

References 18 publications

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“…Also, Schneiderhan () argues that the reason for resistant behaviour is to be found in the students themselves (i.e., their age, gender, dogma and academic focus) and Yüksel () sees their negative attitudes as the main reason for resistance to the course or the teacher. Such an attitude may stem from the students' lack of experience or understanding (Bryant & Bates, ; Caprar, Do, Rynes, & Bartunek, ; Gunn, ; Owens, Sadler, Barlow, & Smith‐Walters, ; Xiu, Moore, Thompson, & French, ), or their preconceived student identity as being a passive sitter (Seidel & Tanner, ). Identity dissonance is the primary reason mentioned by Lund Dean and Jolly ().…”

Section: Resultsmentioning

confidence: 99%

Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations

Winkler

Rybnikova

2019

Higher Education Quarterly

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The paper provides a systemic literature review and a typology of texts that discuss student resistance in the classroom in Higher Education. Analysing 134 empirical and conceptual studies published between 1988 and 2018 for how student resistance is conceptualised, this review identifies three approaches: functional‐instrumentalist, critical‐emancipatory and critical‐functional. Presenting the three approaches in more depth, the article points to the main tenets, like supposed reasons for and suggested ways of handling student resistance. In the final part of the analysis, the paper discusses the typology in light of the current institutional background of Higher Education, including the managerial university and ambivalences of critical education. Finally, the article offers future research directions.

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Section: Resultsmentioning

confidence: 99%

Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations

Winkler

Rybnikova

2019

Higher Education Quarterly

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“…Learning resources in the FCM are essential to self-regulate learning. The FCM requires students to dedicate time to acquire basic knowledge and prepare for the face-to-face class (Burke and Fedoreck, 2017), and video is one of the most used resources for this (Xiu et al, 2019). Although video is usually the most used resource, Sletten (2017) showed that the participating students did not have a very positive opinion of the training videos as pre-class material.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree

Palazón-Herrera

Soria-Vílchez

2021

Heliyon

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The flipped classroom has become a fundamental methodological option in recent years to provide more personalized education opportunities. The aim of this study is to investigate the academic performance and the perception of the students on the flipped classroom model (FCM) in a course of Didactics of Music in Childhood Education. One of the two groups enrolled in this subject received a quarter of classroom hours. A total of 51 students were selected by means of convenience random sampling, who were divided during a semester into an experimental group (n ¼ 24, flipped classroom methodology) and a control group (n ¼ 27, traditional methodology). Using ANOVA and ANCOVA models and cumulative ordinal categorical models with various functions of the statistical software R, the results indicate that the group has studied under a traditional methodology showed statistically significant differences in the variables of learning climate, self-efficacy and cognitive commitment, but with no impact on academic performance. Students who have studied under the flipped classroom model achieved higher academic performance globally. At the end of the study, the results obtained in the light of other similar investigations are discussed.

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“…The quantitative and qualitative questionnaires were used to evaluate the students' perceptions of the flipped classroom strategy. The questionnaire in this study was a modified version of a few other researchers such as Chun and Sathappan (2018) and Xiu, Moore, Thompson, French, and Thompson (2018).…”

Section: Research Instrumentsmentioning

confidence: 99%

Flipped Classroom in Improving ESL Primary Students’ Tenses Learning

Zakaria¹,

Yunus

2020

International Journal of English Language and Literature Studie

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Contribution/ Originality: This study contributes to the current existing approach of flipped classroom in tenses learning. Much has been said about its potential but limited studies have examined the perspective of younger students at the age of nine in a rural area. Therefore, this adds to the existing literature on this issue. INTRODUCTIONEducation nowadays is no longer restricted to any publication knowledge or constricted to a four walls building. It is now towards gearing and transforming younger students to a more ethical technological sophisticated and fast pace in exploring their hidden potential as well as acquiring critical thinking and communication skills before entering the 4th Industrial Revolution era (Azlan, Zakaria, & Yunus, 2019;Hashim & Yunus, 2019). On the contrary, to cater the demand that is coherent with current situations, revolutions, or modifications in viable curriculum and equivalent to international measures requires necessary changes (Lo, 2018).Even Malaysia has recently adopted a new align CEFR curriculum as its language acquisition benchmark towards reaching the global standards in line with other Asian and European countries (Lo, 2018). Therefore, flipped learning together with blended learning are introduced in all educational institution as mentioned in Malaysian Education blueprint (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025).

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Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom

Cited by 44 publications

References 18 publications

Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations

Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations

Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree

Flipped Classroom in Improving ESL Primary Students’ Tenses Learning

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