Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study.
Background: Instructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 4; pp. 1791 - 1806 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178531920&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178531920 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2024 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 178531920 178531920 178531920 10.1111/jcal.12987 178531920 ppf: 1791 ppct: 15 formats: tig: atl: Examining the efficacies of instructor‐designed instructional videos in flipped classrooms on student engagement and learning outcomes: An empirical study. aug: au: Shen, Yan affil: School of Languages and Cultures, Shanghai University of Political Science and Law, Shanghai, PR China sug: subj: Learning Methods Faculty Videorecording Computer-Assisted Instruction Teaching Methods Learning Environment Outcomes of Education Self-Efficacy Student Attitudes Human Male Female Adolescence Young Adult Empirical Research Multimethod Studies Focus Groups Literature Review Conceptual Framework Convenience Sample Mann-Whitney U Test Descriptive Statistics Wilcoxon Rank Sum Test Post Hoc Analysis Chi Square Test Comparative Studies Adolescent: 13-18 years Male Female ab: Background: Instructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy of instructional videos in flipped learning environments. Objectives: The present study endeavours to contribute to the extant literature on flipped pedagogical practices by providing empirical evidence regarding the effectiveness of instructional videos in flipped learning environments. Methods: This study employs a convergent mixed‐methods design. Forty‐five instructional videos in three subtypes were administered in two classes over a 15‐week semester. Data, both quantitative (log data from the learning management system) and qualitative (from focus group discussions at two time points), were concurrently collected from a flipped class (n = 25) and a blended class (n = 28) with the aim of gauging student engagement and learning outcomes in the flipped class and understanding video‐viewing features typical of the flipped class. Results: Both datasets corroborated that participants in the flipped class outperformed their counterparts in the blended class in terms of video‐watching, peer interaction, knowledge retention, and transfer skills. Conclusions: The instructional videos within the flipped classroom setting serve to enhance student engagement in the learning process and improve learning outcomes. The efficacy of these instructional videos in flipped learning can be further augmented through strategic approaches in both their design and implementation. Lay Description: What is currently known about this topic: The flipping pedagogy is conducive to learning.Videos play a crucial role in flipped learning.Videos prepared students for classroom activities.However, engaging students with pre‐class videos presents a challenge. What this paper adds: This paper furnishes direct empirical evidence supporting the effectiveness of instructional videos in flipped learning.It uncovers factors affecting student engagement with videos in flipped learning.It offers insights into the design and implementation of videos in flipped learning. Implications for practice: Considering facilitating conditions and affective factors when creating videos.Acknowledging learner characteristics when designing videos.Utilizing instructional strategies when implementing videos. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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