A Survey of College Students on the Preference for Online Teaching Videos of Variable Durations in Online Flipped Classroom

Abstract

In the spring semester of 2020, online flipped classroom was used to replace offline face-to-face teaching of the physiology course at Xiangya School of Medicine. In order to analyze the preferences and utilization of different teaching resources by students, registered questionnaire was applied to investigate the preference divergence of the students on the duration of different teaching videos used in the online flipped classroom model. One hundred forty-seven students of clinical medicine in grade 2018 of Xiangya School of Medicine were selected as the research objects. Three formal surveys were conducted in total. The results showed that there were significant divergences in preference of students for different durations in the first two surveys. 56.43 and 50.00% of the students preferred 15 min mini-video, whereas 43.57 and 50.00% preferred 45 min complete video. Meanwhile, students showed a significant preference for mini-video in active learning before class, with 65.00 and 59.29% watched only mini-video, 17.14 and 25.71% watched only complete videos, and 17.86 and 15.00% watched both mini and complete videos. Although most students preferred to watch mini-video in active learning before class, there was a significant proportion of students who watched complete video before class. The results suggested that the individualization of student in the online flipped classroom is prominent. Multiple logistic regression analysis showed that the selection of videos with different durations at different time points (before, in and after class) was significantly associated with the characteristics of the videos themselves. Therefore, the construction of online teaching resources and the application of teaching methods should consider the requirements of different student groups and provide a variety of online curriculum resources.

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

“…This finding is quite different from previous studies, which have shown that most students prefer short videos [32,33]. Different preferences for video length might be determined by students' learning motivation [34]. The puncture in our research involved more steps than the other punctures; therefore, a longer video demonstration was needed, and understandably, students were receptive to this longer video.…”

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

“…Studies showed that video resource learning was equivalent to bedside teaching and lectures for clinical skills training [8,28].Although the total duration of the puncture videos was nearly 2.5 hours, we learned through the questionnaire that this length was acceptable to the majority of students. This nding is quite different from previous studies, which have shown that most students prefer short videos [29,30].Different preferences for video length might be determined by students' learning motivation [31]. The punctures in our research involves more steps than the other punctures, therefore a longer video demonstration is needed, and, understandably, students were receptive to this longer video.…”

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

“…Teachers use various software tools to create learning content, and then disseminate them to the student through video lectures, PowerPoint presentations, online tutorials, e-books, homework, and other forms ( 51 – 55 ). Students can study independently by watching the course content, or discuss and interact with teachers and classmates online ( 52 , 55 – 57 ). The production of teaching videos is a challenge for teachers, as it requires making the video quality clear within a concise video length ( 58 ).…”