Using Open-Source Videos to Flip a First-Year College Physics Class

Robinson, Franklin; Reeves, Philip M.; Caines, H.; Grandi, Claudia De

doi:10.1007/s10956-020-09814-y

Cited by 18 publications

(19 citation statements)

References 30 publications

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“…Videos used in teaching were demonstrated effective in most flipped classrooms (Robinson et al, 2020). The online videos integrated with face-to-face interaction are an effective educational model for teaching core pediatric emergency medicine via a flipped approach (Rose et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Video Length on a Flipped English Classroom

Ming-le

2022

Sage Open

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Although the flipped pedagogical approach has been exhaustively explored, the effect of video length remains sparsely studied. Through a mixed design, videos, and three ratio scales, this study determined the effect of video length on English proficiency, student engagement, and satisfaction in a flipped English classroom in China. We concluded that: (1) The short video (shorter than 5 minutes)-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with medium videos (10–20 minutes); and (2) The medium video-assisted English flipped classroom could lead to significantly higher English proficiency, student engagement, and satisfaction than the flipped classroom assisted with long videos (longer than 30 minutes). Designers of videos could make every effort to provide short videos to improve English proficiency, engagement, and satisfaction. They could also seriously consider a scale, a mobile platform, quizzes, pictures, and multimedia in the future design and innovation of videos.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of Video Length on a Flipped English Classroom

Ming-le

2022

Sage Open

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“…In the pre-class learning phrase of FL, learners become fully responsible for their own learning. Therefore it calls for high degree of self-regulated learning (Robinson et al, 2020). It is also found that SRL is the key factor determining students’ academic performance in FL context because the pre-class learning influences to large extent the in-class section (Mason et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In order to ensure the positive effects of FL, the pre-learning stage deserves deep and careful exploration. However, previous studies focus on in-class interactive learning activities, and the pre-class section is rarely studied (Robinson et al, 2020; Sun & Xie, 2020).…”

Section: Introductionmentioning

confidence: 99%

Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach

Zhao

2021

Sage Open

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In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore an interactive mode which can ensure the effect of pre-class learning, a production-oriented peer collaboration FL framework was proposed and applied to the Business English course. Mixed research methods including questionnaire and focus group interview were used to test the effectiveness of the framework and explore effective forms of interaction. Data analysis shows that the FL framework improved significantly social interaction self-efficacy, help-seeking, and self-evaluation in self-regulated learning, thus ensured quality pre-class learning. As to interaction, eight collaboration forms were found through thematic analysis, namely comparison, correction, reaching agreement, supervision, inspiration, complementation, negotiation, and emotional support. Among them, comparison is the most beneficial and frequently mentioned collaborative behavior. This research provides an empirical case for peer interaction based on online learning tasks. It helps enrich interactive research in FL and provides teaching reference for practitioner teachers by offering a feasible framework.

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“…A plethora of resources discuss the effectiveness, design, opportunities and challenges of video content that support learning, and within the flipped classroom context, these videos support pre-class activities specifically (Schneider and Blikstein 2016;Robinson et al 2020;Tuna et al 2017;Kay et al 2019). Videos often consist of recorded lectures and voice-over slides, however, it is emphasized that boring, ineffective pre-class material is one of the primary challenges, especially because learners need to be engaged and motivated for effective preparation (Long, Logan, and Waugh 2016;Turan and Cetintas 2019;Robinson et al 2020).…”

Section: Flipped Classroom Technology Supportmentioning

confidence: 99%

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

Gerber

Eybers

2021

SAJHE

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The global Covid-19 pandemic caused havoc in higher education teaching routines and several residential institutions encouraged instructors to convert existing modules to flipped classrooms as part of an online, blended learning strategy. Even though this seems a reasonable request, instructors straightaway encountered challenges which include a vague concept of what an online flipped classroom entails within a higher education context, a lack of guidelines for converting an existing module, facilitating learner engagement as well as unique challenges for inclusion of all learners in a digitally divided developing country in Covid-19 lockdown. In order to respond, we embarked on a study to identify the distinguishing characteristics of flipped classrooms to understand the as-is and to-be scenarios using a systematic literature review. The characteristics were used to develop of design considerations to convert to an online flipped classroom for higher education taking our diverse learner profiles into account. We subsequently converted a short module in an information systems department and shortly report on our experience.

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Using Open-Source Videos to Flip a First-Year College Physics Class

Cited by 18 publications

References 30 publications

Effects of Video Length on a Flipped English Classroom

Effects of Video Length on a Flipped English Classroom

Unpacking Peer Collaborative Experiences in Pre-Class Learning of Flipped Classroom With a Production-Oriented Approach

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

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