The Impact of Regular Video-Based Learning on Achievement and Knowledge Retention in Inverted Classrooms

• In Event: Teaching Innovations Within and Beyond the College Classroom

Abstract

Traditional frontal lecturing in large university courses render individualized content delivery almost impossible. The consequence is that students are reluctant to engage with the learning material until shortly before the final exam. To counteract this situation, we produced 50 video lectures within the scope of an inverted classroom in a large statistics lecture and investigated whether the preparatory reception of video lectures impacts on students’ achievement and knowledge retention three months later. Linear regression models show that students watching the videos before the respective lecture perform better in the exam (n=497) and in the later posttest (n=316). The results suggest that regular learning and preparation is an essential determinant of short- and long-term performance in the scope of blended learning.

Authors

• Manuel Förster, Technical Universty München

• Andreas Maur, Johannes Gutenberg University of Mainz

• Constantin Weiser, Johannes Gutenberg University of Mainz

• Kirsten Winkel, Johannes Gutenberg-Universität Mainz