Jones Emily P, Wahlquist Amy E, Hortman Melissa, Wisniewski Christopher S
Health Sciences Library, The University of North Carolina at Chapel Hill.
Center for Rural Health Research, Dept. of Biostatistics and Epidemiology, College of Public Health, East Tennessee State University.
Innov Pharm. 2021 Feb 5;12(1). doi: 10.24926/iip.v12i1.3353. eCollection 2021.
The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities.
To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior.
Participating students were randomized to take quizzes, either during pre-class videos via Panopto (EQV) or after pre-class videos in the traditional manner via Moodle (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed.
Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes.
Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.
翻转课堂的成功取决于学生在课前的准备情况，而缺乏准备是与这种教学方法相关的最常见挑战。为了减轻这一局限性，开发和评估在课前活动中吸引学习者的方法很重要。
确定测验交付方式（贯穿于课前视频中还是在课前视频之后）是否会影响学生的知识保留、成绩和视频观看行为。
参与的学生被随机分配进行测验，要么通过Panopto在课前视频期间进行（嵌入式测验，EQV），要么通过Moodle以传统方式在课前视频之后进行（传统测验方式，TMM）。评估的结果包括学生的知识保留情况、课前和课后测验的分数以及在三周内的课前视频观看行为（每个学生的总观看次数和观看分钟数）。在学期中体验了两种测验方式后，对EQV组的学生进行了看法调查。
两组（每组n = 27）的基线评估结果相当，两组的中位数分数均为33%（四分位距：17, 50）。在知识保留方面表现也相似【TMM组：67%（50, 83）vs. EQV组：83%（50, 83）】，课前测验分数【TMM组：90%（87, 97）vs. EQV组：93%（90, 95）】，以及课后测验分数【TMM组：93%（80, 100）vs. EQV组：87%（80, 100）】，而EQV组的学生总观看次数更多【10（8, 12）】vs.【5（2, 11）】，观看分钟数也更多【71（36, 108）vs. 35（15, 81）】。对EQV组学生进行的看法调查（回复率74.1%）结果表明，总体上与视频后测验相比，更喜欢嵌入式测验（58%）以及用于课堂准备的测验（75%）。
EQV组和TMM组学生的知识保留和表现相似，尽管EQV组的学生与视频的互动更多，并且他们中的大多数更喜欢这种测验交付方式。使用嵌入式测验进行形成性评估而非总结性评估可能是鼓励学生观看课前视频并为翻转课堂做准备的合适机制。
