Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom

Can flipped learning enhance adolescents’ motivation in physical education? An intervention study

“…The videos lasted approximately 12 minutes each, which was well within the suggested length for FL videos (Long et al, 2016), and were published on a digital learning platform. Each video gave a thorough, but easily understandable introduction to the content of the in-class topic.…”

“…Each video ended with a summary of the content of the next class. Short quizzes embedded in the videos were used to enhance students' motivation to continue watching and to deepen their understanding, as suggested by Long et al (2016) and Frydenberg (2012). The research group and the teachers could view statistics on the platform to monitor which students have watched which videos and their answers on the corresponding quizzes.…”

“…The control group was not granted such access. As research has shown, although the link between the video content and content of in-class activities is essential to success in FL environments, it is often overlooked (Long et al, 2016). In response, the videos and lesson plan were produced by the researcher, not each individual teacher.…”

“…In elementary schools, FL can cultivate better problem-solving skills among students (Segolsson & Bäcklund, 2016) and enhance students' self-efficacy and learning strategies (Lai & Hwang, 2016). At the university level, when classes meet students' preferences for pre-class preparation via video instead of text-based modes (Long, Logan & Waugh, 2016), their engagement in coursework has improved (Lumpkin & Achen, 2015;Thompson & Ayers, 2015). FL can also benefit students with low performance as well as girls and women (Gross, Pietri, Anderson, MoyanoCamihort & Graham, 2015).…”

Application Research on Flipped Classroom Model for Educational Technology Major

“…In this sense, flipped classroom as a new teaching model arises. Re-planning the time inside and outside the classroom is the typical character: prior to the class, students will pre-review, and study the learning content through the video, e-books or other learning materials provided by teachers, and the valuable time in class is used for conducting the students-centered active learning activities, such as question time, summary of the study, collaborative inquiry and so on [1]. What is clear is that the advantages of the flipped classroom model: the learners conduct independent, personalized learning according to their own learning ability pre-class; the in-depth level of learning interaction with learning companions, and teachers will be promoted in the classroom; the necessary knowledge supplement can be done after class in case of any omitted, thus to deepen understanding and prevent the knowledge gap at the same time.…”