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Abstract
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Intersubjectivity Within Lecturing
Design Findings
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Impacts and Implications
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Computer Science

The video lecture

Profile image of louise schofieldlouise schofield

2017, The Internet and Higher Education

https://doi.org/10.1016/J.IHEDUC.2017.05.003
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Abstract

Vocabulary for describing the structures, roles, and relationships characteristic of traditional, or 'offline', education has been seamlessly applied to the designs of 'online' education. One example is the lecture, delivered as a video recording. The purpose of this research is to consider the concept of 'lecture' as realised in both offline and online contexts. We explore how media differences entail different student experiences and how these differences relate to design decisions associated with each. We first identify five features of traditional lecturing that have been invoked to understand its impact. We then describe a taxonomy of online lecture design derived from digital artefacts published within web-based courses. Analysis of this taxonomy reveals six design features that configure differently the experience of lectures in the two presentational formats: classroom and video. Awareness of these differences is important for the practitioner who is now increasingly involved in developing network-based resources for learning.

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    Juan Navarro

    Computer Applications in Engineering Education, 2018

    The use of flipped-classroom methodology (FC) has increased recently, however, there is a lack of quantitative data on students' performance. A FC has been applied into a group (80 students) of an obligatory subject of the 2nd course in an Energetic Engineering Bachelor. A second group has been taught with the traditional methodology (72 students) to compare the results. The FC requires students to obtain background knowledge prior to a face-to face class meeting, and reserves in-class time for applying knowledge to solve problems. This is the opposite of the traditional lecture-based classroom, in which students passively attend didactic lectures from the instructor, then study the content and complete assignments after class. The main objectives of this research were to measure the impact of learning (with special attention to really active students), reduce absenteeism, increase exam attendance, and analyze how participating students view their experience with this methodology. The results show that the flipped-classroom model has a direct impact on student learning (or grades), especially in students with a high degree of involvement (with grades about 1.5 points higher). In addition, the grades standard deviation values were lower (in about one point), ensuring a better general students level. The students are a little reluctant to this new methodology, but thanks to it, they tend to work more (12% of the students work more hours per week), to attend more to class (at least 10% more), and to attend in a higher ratio to exams (around 20%). K E Y W O R D S active learning, flipped classroom, problem-based learning, students' involvement 1 | INTRODUCTION The traditional teaching model in the various subjects comprising the first engineering courses is based primarily on lectures-that is, the teacher speaks, and in the best case, the students listen [35]. Based on the Confucian idea "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand" numerous techniques appear to improve the traditional class. Since the year 2000, a change in teaching methodology has occurred, and it involves the student as an active member in the learning process. Lage and Baker coined this change the "flipped classroom," "flipped learning," or "flip teaching" [4,21,30,37]. The flipped classroom model is based on a change in house-class times and teacher-student roles. The time that each student dedicates to any activity outside the classroom is now focused on learning the lesson before coming to class. It can be stated that the flipped classroom model is based on the

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