Mean = 26, std. dev. = 8 ... McKinney, D., Dyck, J. L., and Luber, E. S. (2009) iTunes University and the classroom: Can podcasts replace Professors? Computers ...
What is a flipped classroom model? Teachers record and post the video lectures in lieu of lecturing in class Students view video lecture at home on their computer or mobile devices Students spend class time actively working as opposed to passively sitting through lectures Positives Negatives More 1-2-1 time The digital divide Students learn at their Do students need more own pace homework? Encourages full Do students need more screen understanding time? Addresses absenteeism You can put a lipstick on a pig but..
Videos: not just for the flipped classroom Dr Jana Fiserova Faculty of Business, Education and Law
Staffordshire University
Research aim The aim of this pilot research is to investigate the suitability usability of videos in higher education Research objectives Find out whether students find videos suitable for teaching at university at all. Investigate whether students have a preference in the way videos could be used Explore student access to technology
Male
Research methods The data has been collected using a questionnaire on a convenience sample of 32 second-year Business School students from across three awards
Video-podcasts versus notes
Disadvantage
Events Business Management
Can academics be replaced by podcasts? Advantage
What do students find good about the videos?
Accounting
The findings of McKinney et al (2009) quasi-experiment indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher in their assessment than the lecture condition participants.
There is evidence which suggests that class attendance ‘is far superior to getting lecture notes from a friend or even from the professor’ (Kiewra, 1985; McKinney et al, 2009; p.618). But what if students are provided with an audio/video recording? Are the scales still tipped towards in-class note taking then? Advantage
Median age = 22 Mean = 26, std. dev. = 8
Female
Disadvantage
Neither
100% 90%
Neither
80%
100%
70%
90%
60%
80%
50%
70%
40%
60%
30%
50%
20%
40%
10%
NO!
0%
30%
can skip classes
20% 10% 0%
watch anywhere
watch multiple watch anytime times
using own device
no need to multitask
How do you like your videos? entire lecture split by time
don't have to don't have to remember as make notes much content
20-60mins
10-20mins
split by topic
Conclusions
Video-podcasts
2-5mins
5-10mins
no interaction with cannot ask questions no interaction with peers tutor
When are videos useful? would prefer videos used in the flipped classroom
33%
16%
No
Never For revision
Occasionally when I miss a class
would prefer a video recording of a lecture that they attended
All the time When difficult topic is covered 0
50% 100%
Yes
5
10
15
20
25
30
35
would use videos occasionally for extra support with difficult material
students have access to at least one type of IT technology
Abate, K. S. (2013) The Effect of Podcast Lectures on Nursing Students' Knowledge Retention and Application. Nursing Education Perspectives, 34(3), pp.182-5. Evans, C. (2008) The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers and education. 50(2), pp.491 - 498. Kiewra, K. A. (1985) Learning from a lecture: An investigation of note taking, review and attendance at a lecture. Human Learning, 4, pp.73–77. McKinney, D., Dyck, J. L., and Luber, E. S. (2009) iTunes University and the classroom: Can podcasts replace Professors? Computers and education. 52(3), pp.617 - 623. Strayer, J. F. (2010) How Learning in an Inverted Classroom Influences Cooperation, Innovation, and Task Orientation, Learning Environment Research, 15(2), pp. 171-193.