Analysis of Student Use of Video in a Flipped Classroom

Beatty, Brian J.; Merchant, Zahira; Albert, Michael

doi:10.1007/s11528-017-0169-1

Cited by 45 publications

(45 citation statements)

References 10 publications

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“…For the control group, the gamification features were turned off and OneUp was used only for practicing. The result showed a very low use of the practicing tool by the students, which was in line with observations from other authors (Beatty, Merchant, & Albert, 2019;Loboda, Guerra, Hosseini, & Brusilovsky, 2014). In the next phase of the study (Spring 2018), we enabled some gamification features in the OneUp platform for the experimental group, including avatars, badges, a leaderboard, a progress bar, and virtual currency.…”

Section: Supportive Evidencesupporting

confidence: 86%

Gamifying learning for learners

Dichev

Dicheva

Irwin

2020

Int J Educ Technol High Educ

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The majority of user models in gamification are based on user’s gamer personality. However, the motivations driving individuals’ learning behavior differ from their motivations when playing. There is no evidence that learners’ experiences in gamified activities are described by these models. Thus, an alternative model capturing learners’ motivational experiences and relating them to the motivational mechanisms of gamification design is needed. To fill this gap we propose a context-specific typology which groups learners based on their type of motivation and perceived ability associated with a learning activity. The purpose of this proposal is to provide a framework for connecting each learner’s type to a set of motivational affordances to which that type is susceptible. Facilitating the task of selecting motivational affordances matching learner’s type aids the design of customized gamified learning.

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Section: Supportive Evidencesupporting

confidence: 86%

Gamifying learning for learners

Dichev

Dicheva

Irwin

2020

Int J Educ Technol High Educ

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“…Challenges for students include a perception of online lectures as disengaging, dissatisfaction with not being able to ask questions when viewing lectures, and heavier workloads (Lape et al, 2014). Moreover, the success of the FC relies on the notion that students are motivated enough to 'self-pace' their lecture viewing; many students benefit from fixed lecture schedules that prevent "binge-watching" of lectures ahead of important deadlines (Beatty, Merchant, & Albert, 2017).…”

Section: Accepted Manuscriptmentioning

confidence: 99%

The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis

Farmus

Cribbie

Rotondi

2020

Journal of Statistics Education

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The flipped classroom (FC) inverts the traditional classroom by having students participate in passive aspects of learning at home and active aspects of learning in class with the guide of an instructor. The introductory statistics course for non-math majors may be especially suited to the FC model given its unique challenges as a required course for students with varying mathematical skills and background. For example, these students often have low interest and high statistics related anxiety. Recent studies suggest the FC for introductory statistics courses leads to increased performance relative to a traditional lecture-based classroom (LC). This metaanalysis compared the academic performance of students in introductory statistics courses for non-math majors who were taught in a FC versus those taught in a LC. Results indicate that students in the FC had significantly higher final performance outcomes compared to the LC delivery with an average difference of 6.9% in performance (Hedge's g = 0.43), though there was evidence of moderation by the presence of weekly in-class quizzes. These findings suggest that implementing the FC within the introductory statistics classroom at the undergraduate level may improve learning achievement, but more research is needed to explore the role of regular class quizzes.

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“…Given this, we suggest either producing several short videos or clearly advising students to watch longer videos in stages. Another complication to consider, however, is that when topics include several shorter videos, students are less likely to watch them all; students report greater likelihood of viewing all the lecture videos for a particular module if they perceive them as valuable (Beatty, Merchant, & Albert, 2019). We therefore encourage incorporating active engagement within videos (see Section 4.2, below) to increase the chances that students watch them all.…”

Section: Box 4 Suggestions For Preparing Online Lecturesmentioning

confidence: 99%

Teaching animal behavior online: A primer for the pandemic and beyond

et al. 2020

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Behavior courses face numerous challenges when moving to an online environment, as has been made necessary by the COVID‐19 pandemic. These challenges occur largely because behavior courses, like most organismal biology courses, often stress experiential learning through laboratories that involve live animals, as well as a lecture component that emphasizes formative assessment, discussion, and critical thinking. Although online behavior courses may be remote, they can still be interactive and social, and designed with inclusive pedagogy. Here, we discuss some of the key decisions that instructors should consider, provide recommendations, and point out new opportunities for student learning that stem directly from the move to online instruction. Specific topics include challenges related to generating an inclusive and engaging online learning environment, synchronous versus asynchronous formats, assignments that enhance student learning, testing format and execution, grade schemes, design of laboratory experiences including opportunities for community science, design of synthetic student projects, and workload balance for students and instructors. We designed this primer both for animal behavior instructors who need to quickly transition to online teaching in the midst of a pandemic, and for those facing such transitions in upcoming terms. Much of the manuscript's content should also be of general interest and value to instructors from all areas of organismal biology who are attempting to quickly transition to online teaching.

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Analysis of Student Use of Video in a Flipped Classroom

Cited by 45 publications

References 10 publications

Gamifying learning for learners

Gamifying learning for learners

The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis

Teaching animal behavior online: A primer for the pandemic and beyond

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