Long, T., Logan, J., & Waugh, M. (2016). Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom. TechTrends: Linking Research & Practice to Improve Learning, 60(3), 245–252. DOI: 10.1007/s11528-016-0045-4
In this flipped classroom analysis of student preferences, researchers surveyed 55 undergraduates in two sections of an introductory environmental science course about the use of three different types of video materials, in comparison to text-based materials, for learning outside of class, a.k.a. “homework.” Results indicated that the students strongly favored the use of video material (80-90% consistently ranking aspects with agree or strongly agree). Of the types of learning material used for pre-class learning, 43.1% preferred instructor-designed video as “interesting, easy to follow, convenient for self-control, and provided an authentic classroom learning experience” (249); 31.4% selected alternate-source videos (YouTube, National Geographic, and other documentaries) partially because they “demonstrated other perspectives, other cultures, and other geographic features authentically” (249); 11.8% preferred text materials, primarily because they were “easier and simpler to review, highlight and annotate, and retrieve for completing quizzes” (249); but only 7.8% valued the guest speaker learning videos because of a tendency toward monotony and a lack of focus on course needs.
As the literature review states, few studies delve into the specific varieties of material utilized in the “flipping” of a classroom. Clearly, from the varying preferences of the students surveyed here, the type of video matters. Instructor-designed videos take precedence because they are specifically targeted to the needs of the class along their learning pathway, whereas the guest segments represented niche information from experts, who were not always the most engaging presenters. Alternate-source video ranks highly because of the advantage of being able to capture things outside the scope of the instructor, especially in an environmental sciences course. While this may not be reflected as much in a math course, for example, the widely-available videos on math learning concepts might provide an instructor with viable alternative content to minimize the time-consuming task of video design and production. Roughly one-tenth of the learners liked their text for ease of data retrieval. The emphasis was clearly on access, not as a presentation of information.
The value of video, opportunities of extension content, and reasons for text support fuel the idea that it is not the flip that makes the difference, but the opportunity for engagement. As a long-time English teacher, the “flipped classroom” approach and the fervor for it amused me, since literature classes were always flipped with reading at home and discussion or activities in class. Then the new wave decided that in-class reading was a good idea for accountability. Thus, when the rest of the educational community was flipping, L&L classes flipped back, which cost the opportunity for learning activities in class. Whether text-based or video-based, accountable pre-class learning is a key component to unlocking face-to-face opportunities. For classes using video content, there are ways to optimize learning in the video environment. During training sessions for the Big History Project curriculum (www.bighistoryproject.com), methods were presented for the utilization of the significant level of video content, including provision of transcripts of videos for note-taking and some anticipatory lessons on note-taking from videos. Since YouTube generally provides transcript options for its videos (though with limited and somewhat comical accuracy levels), instructors could easily offer this text material as a companion to video learning to improve recall and access to information, with a dutiful proofreading and minor text adjustments.
Teacher Takeaways
Instructor-designed and alternative content videos are excellent choices for flipped classrooms, but remember that learners still need ease of access to the kernels of information, so consider accompanying videos with transcripts for highlighting and notes.
EmpowerED 