Three stages of student engagement in a flipped-classroom environment

Williamson, Brian ORCID: 0000-0003-1680-9894 (2018) Three stages of student engagement in a flipped-classroom environment. Journal of Learning and Student Experience, 1. Article -2.

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Abstract

The literature suggests that students tend to prefer in-person lectures to video lectures. This paper identifies potential causes of this phenomenon and triggers of student engagement in a flipped-classroom environment. Eight short in-house mathematics videos were prepared and made available to foundation engineering students on the university’s virtual learning environment, prior to each topic being discussed in class. The in-house videos were viewed more than accompanying external on-line video lectures for all topics covered. Students preferred in-house videos with a voice describing a drawing as it is being drawn, not one drawn earlier, and an equation as it is being written, not one written earlier. In-house videos that were produced using high numbers of pre-prepared pages tended to be viewed less. These findings suggest a gradient of student engagement from the external on-line video lecture to the interactive group learning experience. Three evidence-based stages of student engagement are proposed: (1) external video, (2) in-house video with high numbers of pre-prepared pages and (3) in-house video with low numbers of pre-prepared pages. Further validation of these stages of student engagement, and an exploration of lecturer preparedness and social presence during the production of short in-house mathematics videos, is recommended.

Item Type: Article
Additional Information: Paper published in Journal of Learning and Student Experience (JoLaSE) an open access journal published by the University of Bolton
Uncontrolled Keywords: Engagement, Evidence-based, Flipped-classroom, Interactions, Learning spaces
Divisions: School of Engineering > Engineering
University Publications > Research > Journal of Learning and Student Experience
School of Engineering > Maths
Depositing User: Tracey Gill
Date Deposited: 07 Mar 2019 15:10
Last Modified: 04 Apr 2019 13:40
URI: http://ubir.bolton.ac.uk/id/eprint/2153

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