Video-based flipped learning in higher education: Effects on students’ learning motivation, attitudes, and engagement

Abstract

In the recent years, flipped learning has become popular and been widely utilized as teaching approach to activate students’ learning engagement, which is frequently used to reverse the conventional teaching. However, much more efforts are necessary to enrich the literature about its practices across different teaching and learning contexts. This study is at the cutting edge of examining the practice of flipped learning in higher education contexts; as well as exploring its effects on students’ learning motivation, attitudes, and engagement. Data were collected using a questionnaire from 35 undergraduate students enrolled in “Introduction of Educational Technology” course at a college of education, and the data were tested using 24-version IBM-SPSS linear regression. The results demonstrated that flipped learning strategy is a positive predictor for students’ learning motivation (p-value 0.001 0.05), attitudes (p-value 0.007 0.05), and engagement (p-value 0.003 0.05). The results contribute to offering valuable insights for college stakeholders to enhance the efficacy of teaching and learning process, particularly for higher education curriculum designers to adapt to the current teaching approach. Instructional implication and research suggestions are provided based on the results of the study.

Digital Teaching Awareness and Practice: Narratives From Indonesian Esp Teachers

“…However, it is a worth saying that "practice makes perfect", and this study suggests that personal practice is highly required in developing digital teaching awareness and competence. Personal training and practice might be a promising way to enhance teachers" knowledge and skills about digital technology integration in English language teaching activities (Haghegh and Nugroho, 2021). This finding supports the results of Napal Fraile et al ( 2018) and Seufert and Scheffler (2018) that digital teaching competence could be significantly developed through individual practice in informal context.…”

Efektivitas PBL dengan Pendekatan Flipped Learning dalam Mata Kuliah Bahasa Inggris

“…Untuk mengatasi kendala tersebut, maka dalam penelitian ini akan menggunakan metode PBL dengan pendekatan Flipped Learning berbantuan platform Edpuzzle sebagai media bantuan penyampaian materi video. Adanya fitur-fitur yang tersedia pada Edpuzzle dapat mengefisiensikan waktu yang tersedia di kelas, sehingga dapat dioptimalkan untuk diskusi proyek dan/atau diskusi kelas dan memberikan pengalaman belajar yang lebih kontektsual untuk mengasah cara berpikir kritis (Haghegh and Nugroho 2021;Mayang, Efendi, and Taufik Prakisya 2021;Sundi et al 2020). Pengalaman belajar yang kontekstual dalam PBL dapat menunjang karir calon lulusan agar siap bersaing di dunia kerja (John, Gurario, and Halepota 2021).…”

“…Pada Edpuzzle terdapat dashboard yang dapat memonitoring sejauh mana mahasiswa telah menonton video materi dan mengevaluasi pemahaman materi (Mayang et al 2021;Rahim, Bito, and Resmawan 2022;Sundi et al 2020) (Hamidah et al 2020;Wulan 2022) mengenai penerapan PBL dalam kelas memiliki manfaat: 1) meningkatkan prestasi akademik pelajar; 2) mengembangkan kemampuan berpikir kritis, mengolah dan menganalisis data/informasi, memecahkan masalah, bekerja sama, komunikasi, dan manajemen diri. Pada pendekatan Flipped Learning, pelajar terbukti mampu meningkatkan kemampuan pemecahan masalah, meningkatkan motivasi belajar, sikap, dan keterlibatan pelajar di kelas, serta meningkatkan kemampuan berbicara pelajar (Arnata, Mardana, and Suwindra 2020;Haghegh and Nugroho 2021;Julinar and Yusuf 2019). Dalam penerapannya di kelas eksperimen, platform Edpuzzle efektif membantu dalam penyampaian materi dengan pendekatan Flipped Learning karena dapat diakses kapanpun dan dimanapun serta dosen dapat memonitoring dan memberikan umpan balik terhadap jawaban mahasiswa terhadap materi video tersebut.…”