The Flipped Approach to Higher Education by Sahin Muhammed;Kurban Caroline Fell;

Author:Sahin, Muhammed;Kurban, Caroline Fell;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2016-11-01T00:00:00+00:00

9.1.4. THE RESULTS AT THE END OF SEMESTER THREE

The results at the end of the third semester were extremely positive; in addition, much insightful information was gained from the data (Fell Kurban & Shannon-Chastain, 2016). We discovered that most students tended to participate in pre-class activities on the day before class, not so much on the other days. It also emerged that the majority of students tended to watch the videos on a personal computer (69%), 23% on a tablet, and 9% on mobile devices, and that those who watched through a tablet viewed 10% more often than those accessing through a PC. This was interesting, as we had assumed that most students were watching through mobiles. However, this assumption may have been based on the high number of student complaints about not being able to download videos onto their mobiles. About 81% of students completed the pre-class quiz, with around the same amount viewing the videos. Interestingly, if the content of the videos was related to an upcoming assessment, there were a higher number of views and repeat views, thereby showing that higher stakes led to higher views. This was identified as these videos’ average duration and percent viewed was higher than the average length of the videos. Regarding humor, it had been predicted, from conversations with students, that videos students found humorous would have a higher number of views than those that were not; however, this turned out not to be. Initially, this surprised us, however, when we re-analyzed the data, it emerged that students will watch a video in order to complete the task. Even if they found the video humorous, they would not re-watch if they had no need. However, there were comments from students that they enjoyed the humorous videos. As one student said in the end-of-semester survey, “Thanks for making boring stuff enjoyable.”

From what emerged in the mid-semester survey, end-of-semester survey, focus group, and ongoing discussions with students, we feel confident that we have created an effective Flipped course. This is based on the following evidence. In the mid-semester survey more than 90% of students said that it was easy to find videos and activities on Blackboard; 85% said the videos were informative and relevant; 75% said they learnt from the pre-class quizzes; 80% said they used what they learned from the videos; and 84% said they saw a strong connection between what they did online and what they did in class. In addition, 72% said they found the lessons engaging and useful and were learning the skills they needed. Data about the videos were also positive. While some students said they thought the videos were boring, on the whole, students commented that they were creative and engaging. About 70% said the videos were entertaining; 78% said they watched the whole video; and 58% reported that they watched the video more than once. However, as was mentioned previously, how entertaining a video was perceived to be had no effect on how many students viewed it for how long.

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