scholarly journals Video Viewing Patterns Using Different Teaching Treatments: A Case Study Using YouTube Analytics

2019 ◽  
pp. 78 ◽  
Author(s):  
John N. Walsh ◽  
Michael P. O'Brien ◽  
Darina M. Slattery
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Business Students ◽  
Instructional Videos ◽  
Regular Monitoring ◽  
Video Viewing ◽  
Ongoing Support ◽  
Summary Data

This study explores the viewing patterns of 17 instructional videos in both a traditional and flipped classroom environment by 732 business students taking an IT-related module. While previous work has concentrated mainly on outputs(e.g. student satisfaction/results), this study focuses on how the nature of students’ interactions with videos can be determined through a deep analysis of analytics data. The main findings show that there were less interactions with the instructional videos in the flipped classroom environment compared to the traditional environment, and that videos were used more as a revision aid prior to exams (in both environments) than as an ongoing support to develop skills during term. Implications of this study include the need for regular monitoring of how instructional videos are being used during termand the importance of undertaking a deeper analysis of analytics data as the initial summary data may be misleading.

Case Study

2017 ◽  
pp. 101-115
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Transactional Distance ◽  
Traditional Learning ◽  
Team Members ◽  
Team Interaction ◽  
Team Loyalty ◽  
Upper Limit ◽  
Student Grades

This chapter discusses how the information received from subsequent cycles should be interpreted. It explains that the results from subsequent cycles will show both continual and continuous improvements. It also explains the envelope of improvement that places an upper limit on the amount that the results can improve over time. It expands on this concept by similarly showing that the TD factors are significant predictors of relative student satisfaction (which in turn measure outcomes) and how they can change as the number of P-D-S-A cycles increases. Continuing with our case study, we will find that the transactional distance between student and student is the only factor that remains significant in every cycle. This underlies the importance of team interaction to satisfaction in the flipped classroom. Finally, the traditional learning outcome of student grades is shown for the same course the years before it was flipped, and the years after it was flipped. The flipped classes show improvement in average and median grades as well as grade spread, attesting to the camaraderie and team loyalty developed among team members that encouraged everyone to contribute to each other's success.

scholarly journals Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment

2018 ◽  
Vol 17 (3) ◽  
pp. ar38 ◽  
Author(s):  
Ana Maria Barral ◽  
Veronica C. Ardi-Pastores ◽  
Rachel E. Simmons
Keyword(s):  
Student Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Video Viewing ◽  
Lower Division ◽  
Introductory Biology Course ◽  
And Control ◽  
Biology Vocabulary ◽  
Positive Effect

A flipped-classroom environment generally strives to create more in-class time for activities that enhance student learning, while shifting some content delivery to outside the classroom through the use of short didactic videos. We compared a flipped-classroom setting with the traditional (“control”) setting for an accelerated lower-division general biology course. Student self-reporting and video analytics functions showed ample and variable video viewing among individual students. Student learning was evaluated through quizzes administered after a set of concepts were covered (post 1) and at the end of the course (post 2). Students in the flipped sections had significantly higher quiz scores than students in the control sections for both post 1 and post 2. Analyses of variance analyzing the effect of and interactions between type of instruction, in-class activities, time, and Bloom’s level of the quiz questions found significant differences in the overall model and all the factors, except for the presence and level of activities. Significant differences between students in the flipped and control sections were observed for low-level Bloom’s questions only. Thus, the positive effect of the flipped-classroom approach on student learning may be due to improvements in recall of basic concepts and a better understanding of biology vocabulary in their first biology course.

scholarly journals Students’ Attitudes, Perceptions, and Engagement within a Flipped classroom model as Related to Learning Mathematics

2015 ◽  
Vol 5 (3) ◽  
pp. 286 ◽  
Author(s):  
Cary Moore ◽  
Chia-Jung Chung
Keyword(s):  
Classroom Environment ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Inverted Classroom ◽  
Instructional Videos ◽  
Face To Face ◽  
Quantitative And Qualitative Research ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Motivating Factor

<p>The flipped classroom is an instructional method that can provide additional face-to-face interaction time with students in the classroom by minimizing the amount of direct instruction used in a traditional classroom setting. In this study, students in a high school Algebra 2 class who experienced a flipped classroom environment were surveyed to examine their attitudes, perceptions, and engagement of the flipped classroom and the elements that contribute to learning mathematics. The survey also addressed how the flipped classroom could be a motivating factor in learning mathematics. The survey used both quantitative and qualitative research measures to provide a broader understanding of how students perceive the attributes of flipping the classroom. In addition, student interviews helped gain insight into participants’ feelings, attitudes, motivation, and engagement about mathematics due to the flipped classroom. Researcher observations and notes provided information as to student engagement within the classroom as a byproduct of using the inverted classroom instructional strategy. The results revealed that the perceptions and attitudes of the participants were generally positive in the flipped classroom environment. The students were motivated to use the web-based instructional videos to prepare for their expected learning outcomes.</p>

scholarly journals More Time for Hands-On Learning: Flipping the Engineering Classroom in a Polytechnic

2018 ◽  
Author(s):  
Stephanie Koska ◽  
Louise Condra
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Student Surveys ◽  
Learning Time ◽  
Education Environment ◽  
Hands On ◽  
Hands On Learning ◽  
Student Grades ◽  
Engineering Classroom

This case study examines the use of the flipped classroom model in the polytechnic environment. This research gathered data through four student surveys and student grades and supported by overall instructor reflections. Overall this research indicates that using the flipped model in an engineering polytechnic education environment can be successful in extending in-class hands-on learning time while maintaining high levels of student satisfaction and grades

scholarly journals Dimensions driving business student satisfaction in higher education

2015 ◽  
Vol 23 (1) ◽  
pp. 86-104 ◽  
Author(s):  
Mazirah Yusoff ◽  
Fraser McLeay ◽  
Helen Woodruffe-Burton
Keyword(s):  
Factor Analysis ◽  
Student Satisfaction ◽  
Classroom Environment ◽  
Business Students ◽  
Demographic Factors ◽  
Business Student ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Content Type ◽  
Higher Educational

Purpose – This study aims to identify the dimensions of business student satisfaction in the Malaysian private higher educational environment and evaluate the influence that demographic factors have on satisfaction. Design/methodology/approach – A questionnaire was developed and distributed to 1,200 undergraduate business students at four private higher educational (PHE) institutions in Malaysia. Exploratory factor analysis was used to identify the underlying dimensions that drive student satisfaction. ANOVA and t-tests were conducted to evaluate the influence that demographic factors have on the results. Findings – Factor analysis resulted in the adoption of a 12-factor solution from an original set of 53 satisfaction items. The results also indicated the influence of demographic factors on the level of business student satisfaction. Originality/value – This study identified 12 factors or the underlying dimensions that drive business student satisfaction in the Malaysian PHE. The 12 factors are: professional comfortable environment; student assessments and learning experiences; classroom environment; lecture and tutorial facilitating goods; textbook and tuition fees; student support facilities; business procedures; relationship with teaching staff; knowledgeable and responsive faculty; staff helpfulness; feedback; and class sizes. Understanding these factors could help educational institutions to better plan their strategies and inform academics interested in studying student satisfaction.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

scholarly journals Innovative Applications Mode of Network Learning Space in Exercise Physiology Based on Ubiquitous Learning

2019 ◽  
Vol 14 (04) ◽  
pp. 113 ◽  
Author(s):  
Jie Kong
Keyword(s):  
Flipped Classroom ◽  
Exercise Physiology ◽  
Internet Technology ◽  
Traditional Teaching ◽  
Ubiquitous Learning ◽  
Learning Space ◽  
Network Teaching ◽  
Network Learning ◽  
Space Construction

With continuous development of internet technology, the concept of ubiquitous learning and network learning space have received more and more attention from scholars, and gradually become the research focuses. College classroom has turned to network teaching from traditional teaching. In this study, literature review and case study were combined with ubiquitous learning and network learning space construction to systematically discuss classification and concept models of network learning space under the perspective of ubiquitous learning. Meanwhile, four models based on network learning space were proposed, and flipped classroom network teaching model was applied in the course of Exercise Physiology. The study showed that, the model has the good teaching effect in course teaching. It not just improves students’ interest, but also lays a foundation for popularizing the teaching mode.

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