Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

ABSTRACT

Background:

The success of flipped classrooms is dependent upon students’ preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities.

Objective:

To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students’ knowledge retention, grades, and video viewing behavior.

Methods:

Participating students were randomized to take quizzes, either during pre-class videos via Panopto ^™ (EQV) or after pre-class videos in the traditional manner via Moodle ^™ (TMM). Outcomes assessed included students’ knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed.

Results:

Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes.

Conclusion:

Students’ knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students’ viewing of pre-class videos and their preparation for flipped classes.

Related collections

Most cited references 21

Record: found
Abstract: found
Article: not found

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.

John Dunlosky, Katherine Rawson, Elizabeth J Marsh … (2013)

Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice. To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning conditions, student characteristics, materials, and criterion tasks. Learning conditions include aspects of the learning environment in which the technique is implemented, such as whether a student studies alone or with a group. Student characteristics include variables such as age, ability, and level of prior knowledge. Materials vary from simple concepts to mathematical problems to complicated science texts. Criterion tasks include different outcome measures that are relevant to student achievement, such as those tapping memory, problem solving, and comprehension. We attempted to provide thorough reviews for each technique, so this monograph is rather lengthy. However, we also wrote the monograph in a modular fashion, so it is easy to use. In particular, each review is divided into the following sections: General description of the technique and why it should work How general are the effects of this technique? 2a. Learning conditions 2b. Student characteristics 2c. Materials 2d. Criterion tasks Effects in representative educational contexts Issues for implementation Overall assessment The review for each technique can be read independently of the others, and particular variables of interest can be easily compared across techniques. To foreshadow our final recommendations, the techniques vary widely with respect to their generalizability and promise for improving student learning. Practice testing and distributed practice received high utility assessments because they benefit learners of different ages and abilities and have been shown to boost students' performance across many criterion tasks and even in educational contexts. Elaborative interrogation, self-explanation, and interleaved practice received moderate utility assessments. The benefits of these techniques do generalize across some variables, yet despite their promise, they fell short of a high utility assessment because the evidence for their efficacy is limited. For instance, elaborative interrogation and self-explanation have not been adequately evaluated in educational contexts, and the benefits of interleaving have just begun to be systematically explored, so the ultimate effectiveness of these techniques is currently unknown. Nevertheless, the techniques that received moderate-utility ratings show enough promise for us to recommend their use in appropriate situations, which we describe in detail within the review of each technique. Five techniques received a low utility assessment: summarization, highlighting, the keyword mnemonic, imagery use for text learning, and rereading. These techniques were rated as low utility for numerous reasons. Summarization and imagery use for text learning have been shown to help some students on some criterion tasks, yet the conditions under which these techniques produce benefits are limited, and much research is still needed to fully explore their overall effectiveness. The keyword mnemonic is difficult to implement in some contexts, and it appears to benefit students for a limited number of materials and for short retention intervals. Most students report rereading and highlighting, yet these techniques do not consistently boost students' performance, so other techniques should be used in their place (e.g., practice testing instead of rereading). Our hope is that this monograph will foster improvements in student learning, not only by showcasing which learning techniques are likely to have the most generalizable effects but also by encouraging researchers to continue investigating the most promising techniques. Accordingly, in our closing remarks, we discuss some issues for how these techniques could be implemented by teachers and students, and we highlight directions for future research.

0 comments Cited 252 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

Jacqueline E. McLaughlin, Mary T. Roth, Dylan M. Glatt … (2014)

Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

0 comments Cited 217 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: not found
Article: not found

The flipped classroom: A review of its advantages and challenges

Murat Akçayır, Gökçe Akçayır (2018)

0 comments Cited 153 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Journal ID (nlm-ta): Innov Pharm

Journal ID (iso-abbrev): Innov Pharm

Journal ID (publisher-id): UMLP

Title: Innovations in Pharmacy

Publisher: University of Minnesota Libraries Publishing

ISSN (Electronic): 2155-0417

Publication date (Electronic): 05 February 2021

Publication date Collection: 2021

Volume: 12

Issue: 1

Electronic Location Identifier: 10.24926/iip.v12i1.3353

Affiliations

[1 ]Health Sciences Library, The University of North Carolina at Chapel Hill

[2 ]Center for Rural Health Research, Dept. of Biostatistics and Epidemiology, College of Public Health, East Tennessee State University

[3 ]Division of Education and Student Life, Medical University of South Carolina

[4 ]Department of Clinical Pharmacy and Outcome Sciences, Medical University of South Carolina

Author notes

At the time this project was completed, Ms. Jones was at the Medical University of South Carolina Libraries, Medical University of South Carolina. In addition, Ms. Wahlquist was at Department of Public Health Sciences, Medical University of South Carolina.

Corresponding author: Emily P. Jones, MLIS, Health Sciences Library, The University of North Carolina at Chapel Hill, Email: epjones3@ 123456email.unc.edu

Article

Other ID: jUMLP.v12.i1.pg6

DOI: 10.24926/iip.v12i1.3353

PMC ID: 8102972

SO-VID: c0dbfceb-3b34-4a0f-aa30-498063854cbb

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial License, which permits noncommercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos

Read this article at

ABSTRACT

Background:

Objective:

Methods:

Results:

Conclusion:

Related collections

25th European Students' Conference

Most cited references 21

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.

The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

The flipped classroom: A review of its advantages and challenges

Author and article information

Journal

Affiliations

Author notes

Article

History

Categories

Comments

Comment on this article

Similar content 233

Cited by 1

Most referenced authors 201