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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.