Campbell, Laurie O.; Heller, Samantha; Pulse, Lindsay
Student-created video: an active learning approach in online environments Artikel
In: Interactive Learning Environments, 2020, ISSN: 1744-5191.
Abstract | Links | BibTeX | Schlagwörter: active learning, O, self-efficacy, STEM, Student-created video
@article{Campbell2020,
title = {Student-created video: an active learning approach in online environments},
author = {Laurie O. Campbell and Samantha Heller and Lindsay Pulse},
url = {https://doi.org/10.1080/10494820.2020.1711777},
doi = {10.1080/10494820.2020.1711777},
issn = {1744-5191},
year = {2020},
date = {2020-01-08},
urldate = {2020-05-28},
journal = {Interactive Learning Environments},
abstract = {The purpose of this study was to investigate student-created video as an active learning approach in an online environment to inform instructional practices of student-created video in STEM. Data analyzed in this study included pre-service teachers N = 107, 1-minute videos and pre- and post surveys. The findings of this qualitative study indicated that student-created video was an active learning activity that contributed to an increase in students’ perceived STEM content knowledge, improved perceptions of self-efficacy, and evidence of student engagement inclusive of behavioral, affective, and cognitive domains. Themes derived from the participants’ perceptions included: perceived self-efficacy, novelty or usefulness of creating short video, time to design and create video, and content and technical knowledge. Student-created video as an active approach to learning can be included in STEM education to increase STEM knowledge and foster integrative twenty-first Century skills. Practical implications for educators when designing student-created video assignments include (a) following a video development model; (b) providing extra time for content acquisition and revisions; and (c) incorporating peer evaluations.},
keywords = {active learning, O, self-efficacy, STEM, Student-created video},
pubstate = {published},
tppubtype = {article}
}
The purpose of this study was to investigate student-created video as an active learning approach in an online environment to inform instructional practices of student-created video in STEM. Data analyzed in this study included pre-service teachers N = 107, 1-minute videos and pre- and post surveys. The findings of this qualitative study indicated that student-created video was an active learning activity that contributed to an increase in students’ perceived STEM content knowledge, improved perceptions of self-efficacy, and evidence of student engagement inclusive of behavioral, affective, and cognitive domains. Themes derived from the participants’ perceptions included: perceived self-efficacy, novelty or usefulness of creating short video, time to design and create video, and content and technical knowledge. Student-created video as an active approach to learning can be included in STEM education to increase STEM knowledge and foster integrative twenty-first Century skills. Practical implications for educators when designing student-created video assignments include (a) following a video development model; (b) providing extra time for content acquisition and revisions; and (c) incorporating peer evaluations.
Låg, Torstein; Sæle, Rannveig Grøm
In: AERA Open, Bd. 5, Nr. 3, 2019, ISBN: 9781544389769.
Abstract | Links | BibTeX | Schlagwörter: achievement, active learning, classroom research, flipped classroom, learning environments, meta-analysis, O, publication bias, systematic review
@article{Låg2019,
title = {Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis},
author = {Torstein Låg and Rannveig Grøm Sæle},
url = {https://doi.org/10.1177/2332858419870489},
doi = {10.1177/2332858419870489},
isbn = {9781544389769},
year = {2019},
date = {2019-08-20},
journal = {AERA Open},
volume = {5},
number = {3},
abstract = {We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom’s influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies. Our results indicate a small effect in favor of the flipped classroom on learning (Hedges’ g = 0.35, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} confidence interval [CI] [0.31, 0.40], k = 272). However, analyses restricted to studies with sufficient power resulted in an estimate of 0.24 (95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [1.34, 1.78], k = 45) and student satisfaction (Hedges’ g = 0.16, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [0.06, 0.26], k = 69) were small and also likely influenced by publication bias. There is some support for the notion that the positive impact on learning may increase slightly if testing student preparation is part of the implementation.},
keywords = {achievement, active learning, classroom research, flipped classroom, learning environments, meta-analysis, O, publication bias, systematic review},
pubstate = {published},
tppubtype = {article}
}
We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom’s influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies. Our results indicate a small effect in favor of the flipped classroom on learning (Hedges’ g = 0.35, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} confidence interval [CI] [0.31, 0.40], k = 272). However, analyses restricted to studies with sufficient power resulted in an estimate of 0.24 (95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [1.34, 1.78], k = 45) and student satisfaction (Hedges’ g = 0.16, 95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} CI [0.06, 0.26], k = 69) were small and also likely influenced by publication bias. There is some support for the notion that the positive impact on learning may increase slightly if testing student preparation is part of the implementation.