Concept
How did the flipped classroom contribute to learning?
- Some of the unique characteristics of the educational videos contributed to learning: resources were integrated, organized the theory, highlighted what was important, provided summaries, supplemented the textbook with explanations and illustrated through relevant examples are the result of Teaching Presence, in the instructional design and organization function.
- Students who were not prepared were unable to answer the questions could not contribute to the subsequent group discussions and could not pose questions or clarify misunderstandings during discussions and reflection. After the first seminar, all students arrived suitably prepared for the class.
- No correlation between student grades and video access behavior, suggesting that it was a personalized activity that reflected students’ individual learning preferences, within their personal circumstances.
- Bb trace data in both cohorts indicated that the dates and frequency of accessing videos and slides were practically identical, suggesting that they were studied together.
0
1
Updated 2020-09-28
Tags
Psychology
Social Science
Empirical Science
Science