Flipped Microlecture Classes: Satisfied Learners and Higher Performance?

Autor/inn/en	olde Scholtenhuis, Léon; Vahdatikhaki, Farid; Rouwenhorst, Chris
Titel	Flipped Microlecture Classes: Satisfied Learners and Higher Performance?
Quelle	In: European Journal of Engineering Education, 46 (2021) 3, S.457-478 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (olde Scholtenhuis, Léon) ORCID (Vahdatikhaki, Farid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1819961
Schlagwörter	Flipped Classroom; Blended Learning; Classroom Communication; Decision Making; Engineering Education; Pretests Posttests; Lecture Method; Comparative Analysis; Multimedia Instruction; Video Technology; Student Attitudes; Instructional Effectiveness; Course Descriptions; Retention (Psychology); Graduate Students + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Klassengespräch; Decision-making; Entscheidungsfindung; Ingenieurausbildung; Multimediales Lernen; Schülerverhalten; Unterrichtserfolg; Kursstrukturplan; Merkfähigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Multimedia in blended learning provides the ability to enhance students' performance and satisfaction. Microlectures are one type of multimedia that comprise of short modular videos that introduce basic theoretical concepts. Literature provides limited insight into how this specific format supports engineering classrooms. This study, therefore, explored what the benefit of flipped microlecture classes is for students in a course with mainly traditional face-to-face lectures. To this end, we allocated ten students to a flipped microlecture and twelve to a traditional lecture setting; conducted pre and post-tests; and, organised a focus group. Results show a positive effect of the flipped microlecture class on the test performance. Students' qualitative evaluations also indicate their satisfaction with increased control over learning, reduced discomfort of traditional lecture settings, enhanced classroom interaction, and better knowledge retention. These findings resonate with blended learning and multimedia literature and support future decision making about microlectures in engineering education. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01