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Re-flipping in the Remote Classroom: The Surprising Uptake of Video-Recorded Worked Examples

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Title: Re-flipping in the Remote Classroom: The Surprising Uptake of Video-Recorded Worked Examples
Language: English
Authors: Koretsky, Milo D. (ORCID 0000-0002-6887-4527)
Source: Journal of Chemical Education. Sep 2020 97(9):2754-2759.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 6
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Flipped Classroom, Distance Education, Video Technology, COVID-19, Pandemics, Chemical Engineering, Science Instruction, Engineering Education, Student Attitudes, Instructional Effectiveness, Learning Activities, College Students, Large Group Instruction
DOI: 10.1021/acs.jchemed.0c00711
ISSN: 0021-9584
Abstract: This communication provides an initial report of modifications of a pedagogically complex, large enrollment (>200 student), studio-based course in response to the COVID-19 pandemic. Compared to face-to-face delivery, course activities were identified as new, modified significantly, or relatively similar. Students were asked to rank eight activities in terms of their effectiveness to the development of their chemical engineering knowledge and skills. Surprisingly, students responded most positively to a new activity, "video worked examples," with over half the students selecting the highest ranking. Fourteen video worked examples were delivered during spring quarter 2020. First, an interactive lecture was delivered during the first hour of the scheduled 2 h class period and then students were directed to a video-recorded worked example that they would watch and submit a corresponding artifact of work that followed the video. The pattern of artifact submission changed over the term. The number of students who submitted the worked artifact "before" the content was presented in class increased as the term progressed, accounting for approximately one-quarter of the submissions toward the end. There appeared a relatively even distribution among the other seven ranked activities where students expressed different preferences, confirming that a diversity of activity modes supports student engagement.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1278182
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Koretsky%2C+Milo+D%2E%22">Koretsky, Milo D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6887-4527">0000-0002-6887-4527</externalLink>)
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 10.1021/acs.jchemed.0c00711
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  Data: 0021-9584
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  Label: Abstract
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  Data: This communication provides an initial report of modifications of a pedagogically complex, large enrollment (>200 student), studio-based course in response to the COVID-19 pandemic. Compared to face-to-face delivery, course activities were identified as new, modified significantly, or relatively similar. Students were asked to rank eight activities in terms of their effectiveness to the development of their chemical engineering knowledge and skills. Surprisingly, students responded most positively to a new activity, "video worked examples," with over half the students selecting the highest ranking. Fourteen video worked examples were delivered during spring quarter 2020. First, an interactive lecture was delivered during the first hour of the scheduled 2 h class period and then students were directed to a video-recorded worked example that they would watch and submit a corresponding artifact of work that followed the video. The pattern of artifact submission changed over the term. The number of students who submitted the worked artifact "before" the content was presented in class increased as the term progressed, accounting for approximately one-quarter of the submissions toward the end. There appeared a relatively even distribution among the other seven ranked activities where students expressed different preferences, confirming that a diversity of activity modes supports student engagement.
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    Subjects:
      – SubjectFull: Flipped Classroom
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      – SubjectFull: Distance Education
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      – SubjectFull: Video Technology
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      – SubjectFull: Engineering Education
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: Re-flipping in the Remote Classroom: The Surprising Uptake of Video-Recorded Worked Examples
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