Flipped classroom what students wants miee 2015

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Research use of video in higher education

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  • Begge
  • Begge
  • Johansson : Forskerspørsmål
  • nohr
  • Utrykket flip blir først brukt av highschoollærer Karl Fisch når han legger ut sine forelesninger på Youtube. Han kaller det «Fisch Flip» (Pink, 2010)
    Utrykket flipped classroom blir «offentlig» kjent når Salman Khan, fra Khan Academy, bruker det i sin TED Talk i februar 2011
    Kjemilærere Woodland park. Idrettselever som reiste bort
    Tungvint for lærere å oppdatere idrettstudentene når de kom tilbake. Men andre elever beynte å bruke disse videoene. Kanskje vi kan bruke dette på andre undervisningsformen
  • Det viser seg at flere enn ni av ti (94%) av alle respondentene foretrekker å se videoene på en datamaskin. 27% kan også tenke seg å se videoene på nettbrett mens bare 10% foretrekker å se på videoen på en smarttelefon. I og med at man kan velge flere alternativer kan de som har valgt pc også velge nettbrett og eller smarttelefon samtidig. For å se om det er noen som bare har valgt nettbrett eller smarttelefon må vi inn i tallmaterialet og telle antallet. Det er 1 student som bare velger smarttelefon og 14 som bare velger nettbrett som primærkilden de ser på videoene på. Tilsvarende tall for dem som bare har valgt pc er 81 stykker
  • nohr
  • Johansson
  • Her kan vi faktisk si at det er sannsynlig at menn i mindre grad opplever problemer med maskinvare enn kvinner. Her er det ikke overlapp mellom konfidensintervallene. Menn 1,39 – 1,70 og kvinner 1.74 – 2, 02.
    Andre variabler der kvinnene anser at disse er mer viktig enn menn, er: (konfidensintervall for menn og kvinner ses i parentes)
    Uavhengig av plattform (3,47-3,87 mot 3,9 - 4, 17)
    Lydkvalitet (4,20 – 4,44 mot 4,45 – 4,6)
    Kan se offline (3,20 – 3,67 mot 3,72 – 4,00)
    Videoen er interaktiv (3,10- 3,51 mot 3,67 - 3,95)

    Alder
    Det er verdt å kommentere at yngre studenter ofte ser videoene hjemme mens de gjører andre ting. Noe som avtar med alderen.

  • Nohr
  • Johansson
  • Johansson
  • Flipped classroom what students wants miee 2015

    1. 1. "How do students experience teachers self-produced video as a learning resource?” MAGNUS JOHANSSON OG MAGNUS NOHR
    2. 2. Magnus Johansson - Adviser and supervisor Asker municipality - Graduated as teacher in math and science Magnus Nohr - University in Østfold (HiØ) – department teacher training - Teach ICT since 1996. - Graduated as teacher - Responsible for ICT for teachers since 2002
    3. 3. Main research question! ”How do students experience teacher self-produced video as learning resource?” To illustrate this, we also raised some research questions FS 1 - Do the study pattern being different? FS 2 – Are there differences experiences in different groups? FS 3 - Which factors influence student experience? FS 4 - How do students learning outcomes be using video?
    4. 4. Theoretical framework - Learning styles by Dunn og Dunn - Paradigm shift / Disrupting Class - Adaptiv learning
    5. 5. Two main articles Exploring the use of video podcasts in education: A comprehensive review of the literature. Robin H. Kay (2012) How video production affects student engagement: an empirical study of MOOC videos. Guo, P. J., Kim, J., & Rubin, R. (2014).
    6. 6. Flipped Classroom Jonathan Bergmann Aaron Sams 2007
    7. 7. FINDINGS
    8. 8. «Main research question». 2% 2% 5% 31% 60% 0% 10% 20% 30% 40% 50% 60% 70% Svært lite fornøyd Lite fornøyd Hverken eller Fornøyd Svært fornøyd
    9. 9. Video or traditional teaching? 69% 31% 22% 4% 74%
    10. 10. "Are you spending more time on this study with video as a learning resource, than a study of traditional teaching" (disregard the time spent on transportation to and from campus / school)? 0% 5% 10% 15% 20% 25% 30% 35% Mer tid Påvirker ikke min tidsbruk Mindre tid Vet ikke 29% 29% 32% 11% 1
    11. 11. Where do you see the videos? 1
    12. 12. Which unit do you prefer to watch videos? Enhet Prosent PC / Mac 94% Nettbrett 27% Smarttelefon 10% 1
    13. 13. Conclusion - Students follow traditional study pattern even when watching video.
    14. 14. Are there differences experiences in different groups? 32 % menn 66 % kvinner. 2
    15. 15. Conclusion There is little or no significant differences between different student groups as - gender - age 2
    16. 16. What factors influence the student experience of video? Factors that students emphasized as important was • flexibility • Technical quality of picture and sound • The speaker's ability to communicate, Factors that had little impact • Length of the video, talking head • Technical problems 3
    17. 17. What do you think about the length of the videos used in this course? Four out of five respondents believe that video is used in the study are fit long. We know that the length will based on conversations with institutions and subjects vary. The videos are in other words not as too short or too long.
    18. 18. Learning outcomes? How do you feel that your learning has been through using video as a learning resource? 4
    19. 19. Conclusion - Students are satisfied with teacher's self-produced videos (PS) - Use of video as a learning resource does not largely change the pattern of student study (FS1) - There are small or no differences in student groups such as gender and age (FS2) - Factors influencing perceptions are (FS3) Quality video, teacher's communication ability, flexibility and degree of technical problems - Many students experience a huge learning outcomes (FS4)
    20. 20. Arguments for video as a learning resource Students .... 1. can watch the videos where they want and when they want (flexibility) 2. can repeat an auditory and visual teaching (learning style) 3. decide the pace at which they should watch the video (customized learning) 4. become more motivated using video (can increase learning) Read more? (in Norwegian) https://oda.hio.no/jspui/bitstream/10642/2142/2/Johansson_No or.pdf Video Flexibility Learning style Customized Learning Motivating

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