The Impact of Video Length on Learning in a Middle-Level Flipped Science Setting: Implications for Diversity Inclusion

Slemmons, Krista E. H.; Anyanwu, Kele; Hames, Josh; Grabski, David F.; Mlsna, Jeffery; Simkins, Eric; Cook, Perry A.

doi:10.1007/s10956-018-9736-2

Cited by 70 publications

(58 citation statements)

References 21 publications

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“…This pattern was also evident for Treatment 2, (columns 5 and 3 respectively) for all but topic 5. The relatively short length of the videos is possibly a contributing factor in the viewing rates, which agrees with the findings in Kim et al (2014) Delaviz and Ramsay (2018); Slemmons et al (2018) who mentioned that students tend to become demotivated with and abandon long videos.…”

Section: • Research Question 4: How Much [What Proportion] Of the Vidsupporting

confidence: 88%

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

Walsh

O’Brien

Slattery

2019

REALIA

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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.

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Section: • Research Question 4: How Much [What Proportion] Of the Vidsupporting

confidence: 88%

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

Walsh

O’Brien

Slattery

2019

REALIA

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“…It stands out that 75% of the texts are signed by two or more authors, so the collaboration index is high and the most usual are papers signed by two authors (37%). Seven is the maximum number of signatory authors registered, as in the recent article by Slemmons, Anyanwu, Hames, Grabski, Mlsna, Simkins & Cook (2018). In regard to the impact, Table 2 shows the number of citations received for the analysed documents, as we can see there are great differences between them.…”

Section: Resultsmentioning

confidence: 99%

Technologies for attention to diversity: a bibliometric study

Esteve¹,

Suelves²,

Chacón³

et al. 2019

5th International Conference on Higher Education Advances (HEAd'19)

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In these last decades, digital systems and playful dynamics have penetrated the inclusive education field, in some cases to attend the diversity of the classroom as a whole and, in others, to study in a specific way the use of technologies in students with special needs. About this topic, on the following pages we study the trends of the research carried out through a bibliometric analysis of the scientific production in the Scopus database, which includes an amount of 59 articles, published between 1999 and 2019, are included. The results indicate an increase in the last years of the presence of scientific publications in journals in the field of Social Sciences. Furthermore, data show that the number of articles and the impact of these is scarce, that the predominant country in the publications is United States and that in the cooccurrence of the terms the agents involved in the process, technology and inclusive practices stand out as relevant issues, which implies the urgent need for digital teacher training.

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“…This is more obvious among learners with low prior knowledge (LPK) than those with high prior knowledge (HPK; Mayer, ). Even the few studies that referred to CTML in FCA did not use its principles to design educational multimedia or compare learners' academic achievements for HPK with LPK (Lee & Choi, ; Lento, ; Slemmons et al, ).…”

Section: Introductionmentioning

confidence: 99%

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

Almasseri

AlHojailan

2019

Computer Assisted Learning

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The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

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The Impact of Video Length on Learning in a Middle-Level Flipped Science Setting: Implications for Diversity Inclusion

Cited by 70 publications

References 21 publications

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

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

Technologies for attention to diversity: a bibliometric study

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

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