Comparing Students' Participation, Evaluation, and Perceived Learning Outcomes Between Print- and Video-Material-Based Flipped Classrooms

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Abstract

The main purpose of this mixed methods study is to examine whether there are significant differences in students’ participation, evaluation, and perceived learning outcomes between print- and video-based flipped classrooms. A total of 56 students from a required educational psychology course participated in this study. The results showed no significant differences between print- and video-based flipped classrooms. The only significant difference was students in the video-based FC engaged more in pre-class activities than print-based FC whereas students in the print-based FC perceived they master the content more than their counterpart. This indicates that the medium was not critical in determining students’ experiences in flipped classrooms. Further discussion will be provided.

Authors

• Jackie HeeYoung Kim, Georgia Southern University

• Seongmi Lim, Ball State University

• Moon-Heum Cho, Syracuse University