Rethinking Pre-Class Modality in Flipped Learning: A Comparative Study of Textbook Reading and Instructor-Created Videos

• In Event: Elements of Instructional Design in Online Settings

Abstract

This mixed-methods study investigates how pre-class modality—textbook reading versus instructor-created video lectures—affects student engagement in flipped learning. Two cohorts of preservice teachers received identical instruction and in-class activities, differing only in their pre-class resources. Results showed no significant differences in overall engagement, learning outcomes, or attitudes toward flipped learning. However, textbook readers reported higher perceived content mastery, while video learners demonstrated greater pre-class participation. Qualitative findings revealed distinctive motivational patterns and learning behaviors shaped by modality. These results underscore that both modalities can be effective and offer practical insights for designing flipped learning in higher education without requiring video production.

Authors

• Eunbae Lee, Kyung Hee University

• Jackie HeeYoung Kim, Georgia Southern University

• Moon-Heum Cho, Syracuse University

• Seongmi Lim, Ball State University