The Effectiveness of Video Quizzes in a Flipped Class

Abstract

The use of online videos and flipped classrooms is a natural fit for many CS courses, especially in the introductory sequence, and the use of these techniques is growing. However, the benefits of these techniques depend heavily on student preparation before class meetings. This paper presents tests of the effectiveness of basic multiple choice quizzes as gateway checks in a flipped classroom by looking at the impact they have on student grades. Programming aptitude and learning approaches were considered as additional factors. Ignoring aptitude and learning approaches, statistical analysis of the student grades did not support our hypothesis that the gate-check video quizzes would be beneficial. Nor did it support our hypothesis that the benefit of quizzes would be greatest for students who had lower aptitudes entering the class. However, there was some evidence that it might have helped raise the grades of students who have a propensity toward surface learning.

An Empirical Analysis of Video Viewing Behaviors in Flipped CS1 Courses

“…Due to the nature of many flipped classrooms, watching videos prior to class is necessary to effectively learn the material and be prepared for the assigned tasks [11]. If a significant portion of students come unprepared for class, the instructor may be forced to spend more time reviewing the lecture material, taking away activity time [7]. Otherwise group work will be less productive as some students will not have the requisite knowledge.…”

“…Discipline-based education conferences, like SIGCSE in computer science and ASEE in engineering, now regularly include multiple reports on practical experiences with flipping (see, e.g. [1,5,6,7,11]), and entire conferences on the Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored.…”

“…Studies of flipped classrooms commonly examine artifacts of student performance and attitudinal survey data, but the current literature suffers from a significant missing variableobjective behavioral data about how students actually interact with the online course content. Instructors generally assume that students watch videos as assigned and may use entrance quizzes at the start of class to further incentivize this behavior [7], but instructors are often left wondering to what degree students interacted with the materials.…”

Influence of Flipped Classroom Method on Nursing Students’ Learning Approaches

“…Gurcay also found a significant negative correlation between deep learning and superficial learning (17). In interpreting this finding, it can be noted that with the increasing desire of nursing students to learn by linking concepts with prior knowledge, their tendency toward superficial learning, that is memorizing and storing concepts without making any connections, will be reduced (31).…”

“…This finding could be manifold. The flipped classroom method with emphasis on active learning and learner-centeredness (30) and the use of class time on the application of the learned concepts allows for deep learning (31). In this approach, the leaner is expected to prepare a great volume of assignments before attending the classroom in order to achieve the desired learning outcomes; in many studies, the compulsion to study lengthy electronic contents and reference books caused students' dissatisfaction (10,32).…”