Flipped classroom what students wants miee 2015

"How do students experience teachers self-produced video as a learning resource?”

MAGNUS JOHANSSON OG MAGNUS NOHR

Magnus Johansson- Adviser and supervisor Asker municipality

- Graduated as teacher in math and science

Magnus Nohr- University in Østfold (HiØ) – department teacher training

- Teach ICT since 1996.

- Graduated as teacher

- Responsible for ICT for teachers since 2002

Main research question! ”How do students experience teacher self-produced video as learning resource?”

To illustrate this, we also raised some research questions FS 1 - Do the study pattern being different?

FS 2 – Are there differences experiences in different groups?

FS 3 - Which factors influence student experience?

FS 4 - How do students learning outcomes be using video?

Theoretical framework

- Learning styles by Dunn og Dunn

- Paradigm shift / Disrupting Class

- Adaptiv learning

Two main articles Exploring the use of video podcasts in education: A comprehensive review of the literature. Robin H. Kay (2012)

How video production affects student engagement: an empirical study of MOOC videos. Guo, P. J., Kim, J., & Rubin, R. (2014).

Flipped Classroom

Jonathan BergmannAaron Sams

2007

2012

FINDINGS

«Main research question».

Svært lite fornøyd Lite fornøyd Hverken eller Fornøyd Svært fornøyd0%

10%

20%

30%

40%

50%

60%

70%

2% 2%5%

31%

60%

Video or traditional teaching?

69%

31%22%

4%74%

"Are you spending more time on this study with video as a learning resource, than a study of traditional teaching" (disregard the time spent on transportation to and from campus / school)?

Mer tid Påvirker ikke min tidsbruk Mindre tid Vet ikke0%

5%

10%

15%

20%

25%

30%

35%29% 28% 32%

11%

1

Where do you see the videos?

1

Which unit do you prefer to watch videos?

Enhet Prosent

PC / Mac 94%

Nettbrett 27%

Smarttelefon 10%

1

Conclusion - Students follow traditional study pattern even when watching video.

Are there differences experiences in different groups?

32 % menn 66 % kvinner.

2

ConclusionThere is little or no significant differences between different student groups as- gender- age

2

What factors influence the student experience of video?

Factors that students emphasized as important was

• flexibility

• Technical quality of picture and sound

• The speaker's ability to communicate,

Factors that had little impact

• Length of the video, talking head

• Technical problems

3

What do you think about the length of the videos used in this course?

Four out of five respondents believe that video is used in the study are fit long. We know that the length will based on conversations with institutions and subjects vary. The videos are in other words not as too short or too long.

Learning outcomes? How do you feel that your learning has been through using video as a learning resource?

4

Conclusion - Students are satisfied with teacher's self-produced videos (PS)

- Use of video as a learning resource does not largely change the pattern of student study (FS1)

- There are small or no differences in student groups such as gender and age (FS2)

- Factors influencing perceptions are (FS3)

Quality video, teacher's communication ability, flexibility and degree of technical problems

- Many students experience a huge learning outcomes (FS4)

Arguments for video as a learning resource

Students ....

1. can watch the videos where they want and when they want (flexibility)

2. can repeat an auditory and visual teaching (learning style)

3. decide the pace at which they should watch the video (customized learning)

4. become more motivated using video (can increase learning)

Read more? (in Norwegian)

https://oda.hio.no/jspui/bitstream/10642/2142/2/Johansson_Noor.pdf

Video