The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

Abstract

This study aims to develop and understand what motivates university students to use asynchronous preclass online video lectures (AOVL) for flipped classroom instruction. The study was conducted using a mixed-method research approach. A post-questionnaire survey and a focus group interview were employed in collecting qualitative data. A total of 31 respondents answered questionnaires and 10 respondents were interviewed in a focus group discussion. The quantitative result of the descriptive analysis indicates that students had positive perceptions in terms of intrinsic motivation and self-efficacy. Besides, Pearson r correlation analysis shows a strong correlation between the whole constructs (i.e., between perceived autonomy and competence = 0.618, autonomy and relatedness = 0.939, and competence and relatedness = 0.747). Consistently, the interview discussion also reveals that the use of AOVL had successfully promoted students' learning motivation both in and outside of the classroom. Data were analyzed using thematic analysis and three key themes were identified, namely; (a) students' mastery of content materials outside of the classroom (b) students' interaction with peers and instructor, and (c) students' learning autonomy. Conclusions from this study confirmed that the use of AOVL in the flip-class setting had successfully promoted students' intrinsic needs based on self-determination theory (SDT) perspectives, namely: perceived competence, relatedness, and autonomy.

Students perception of e-lectures from an undergraduate health sciences programme

“…Similar qualitative studies found that the flipped-classroom approach allowed students to develop communication and team building skills (Ishak, Kurniawan, Zainuddin, & Keumala, 2020;Mason et al, 2013;Wilson, 2013). However researchers have acknowledged that the voluntary nature of qualitative data collection will not capture all student views, recognising that there are potential students who have not experienced such benefits from e-lectures (Ishak et al, 2020). Negative views were found in the current qualitative study of orthoptic students, where themes of isolation and lack of socialisation were described.…”

“…These findings reaffirm a key recommendation from this research, whereby HE institutions must seek to manage student expectations, particularly in the context of using technology and independent learning. Similar qualitative studies found that the flipped-classroom approach allowed students to develop communication and team building skills (Ishak, Kurniawan, Zainuddin, & Keumala, 2020;Mason et al, 2013;Wilson, 2013). However researchers have acknowledged that the voluntary nature of qualitative data collection will not capture all student views, recognising that there are potential students who have not experienced such benefits from e-lectures (Ishak et al, 2020).…”

Ters Yüz Öğrenme Modeline İlişkin Görüşler

“…In this process, learning environments should be created for students to make their own plans, to give feedback and to improve themselves. Ishak et al (2020) says that the use of asynchronous preclass online videos in the flip-class setting had successfully promoted students' intrinsic needs based on self-determination theory perspectives, namely: perceived competence, relatedness, and autonomy. In this context, in the FLM, it can be said that pre-lesson process students have developed their self-regulation skills.…”

Implementing Flipped Classroom Strategy in Learning Programming

“…Hence, to implement the FC strategy in the learning session, lecturers must prepare and choose suitable tools and learning materials for the class, especially for the preclass and post-class activities, as the lecturer"s supervision is absent. Video is the most widely used material in FC at the preclass level [39]. The videos can be self-produced by lecturers or taken from various sources on the internet, such as YouTube.…”