Video Supported Flipped Classroom

This paper addresses the use of video for a flipped classroom with a case study. The instructor makes the lecture videos available to the students prior to class, and utilizes the class time for discussion and student questions. We evaluate this approach with an introductory psychology course that was taught repeatedly in a traditional way and as a lecture video supported flipped classroom. The evaluation is based on assessing i) student perception of this instruction model, ii) teaching and course evaluations, iii) instructor satisfaction, vi) student performance, and v) video usage analytics. An overwhelming majority of students stated that they prefer this combination of video and class discussions to a traditional class. The instructor expressed a higher level of satisfaction for this style of a flipped classroom over a traditional classroom. However, confounding variables in the structuring of the course prevent us from making firm conclusions about student performance. Introduction STEM classes are generally taught using a traditional face-to-face lecture style. However, research supports the idea that student centered learning approach helps students understand the concepts better compared to a didactic style teaching centered approach. Lord and Camacho (2007) conducted a survey on the attendees of Frontiers in Education, 2006 (FIE 06) conference reported that only 36% of respondents think traditional lecture is a good teaching approach, although 60% of the respondents reported that they still teach that way. This result clearly indicates that faculty members using traditional lecture courses do not necessarily like or believe in the method. Flipped classrooms have gained significant attention in recent years. Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter (Hamdan et al., 2013). The main goal of flipped learning method is to promote active learning using various student centered activities such as group work, debates, peer-review, self-review and case studies (Crouch & Mazur, 2001; Lage et al., 2000). In a face-to-face class the instructor delivers lectures to the student in a monological and “sage on the stage” style, whereas in a typical -1159EdMedia 2017 Washington, DC, United States, June 20-23, 2017