Flipping the Classroom Using Pre-Practical Videos

Previous research has found numerous benefits from the use of pre-practical videos, such as the development of more autonomous learners and teachers' time being used for a higher-level of interaction with students (Croker et... [ view full abstract ]

Previous research has found numerous benefits from the use of pre-practical videos, such as the development of more autonomous learners and teachers' time being used for a higher-level of interaction with students (Croker et al., 2015). The aim of this study was to investigate the efficacy of using pre-practical videos with first year Exercise Physiology students (n=97). This was the first time a flipped classroom approach was used with this cohort. The project was developed in collaboration with the Technology Enhanced Assessment Methods (TEAM) in Science and Health Practical Settings.  

The focus of the videos was the demonstration of accurate skinfold measurement technique, which is a method for determining body fat composition.  Four short instructional videos were produced using a combination of a point-of-view camera and smartphone and were edited using freely available software. The videos, which were accompanied by a short online quiz, were uploaded to Blackboard and students were sent an email inviting them to watch the videos prior to attending class the following week. Pedagogical evaluation was conducted using an online, anonymous questionnaire.

The four videos received a total of 826 hits. Twenty-seven students completed the online questionnaire. Of this, 96% watched the pre-practical videos. Benefits of watching the videos included students feeling a good or excellent level of preparation having watched the video (88%), increased understanding (92%), and the perceived usefulness of video with online quizzes (92%). Students proposed that the main area for improvement was video quality (19%). 

In the practitioners' session, detailed findings from this pilot will be outlined in addition to limitations and recommendations for future research and use.

Croker, K., Andersson, H., Lush, D., Prince, R. and Gomez, S. (2010). Enhancing the student experience of laboratory practicals through digital video guides. Bioscience Education, 16(1), pp.1–13.