Flipped micro-lectures: More enjoyable and higher performing classrooms?

SHORT DESCRIPTION

In engineering courses, for example, videos demonstrated that students study effectively outside lecture hours, and on their own pace to obtain modeling skills.

However, little research exists that focuses particularly at one type of video: the micro-lecture. Micro-lectures are online instructional videos of around five minutes. They explain the basics of a concept. It is unclear how micro-lectures influence learning.

OBJECTIVE

This study investigates how micro-lectures influence satisfaction and performance of students. Research questions are (1) to what extent does the micro-lecture contribute to increasing students’ performance? And, (2) to what extent do students perceive the micro-lecture instructional method as enjoyable?

Conclusions

The quantitative results show a significant difference between the control and the test group test results, for more information see the poster. 

The focus group findings are that microlectures:

• helped to study learning material more concentrated

• were more attractive to repeat and replay

• gave increased control over learning processes.

In combination with the in-class session, the lectures:

• triggered participants to prepare for in-class engagement

• increased their sense of understanding

• created livelier in-class sessions

• helped retain knowledge.

Participants stated that micro-lectures were more enjoyable than frontal lectures.