Enhancing Learning Engagement in the Flipped Classroom using a Video-Annotation Tool

Abstract

In the realm of academia, there has been a burgeoning interest in examining student engagement within the context of the flipped classroom approach, particularly at the higher education level. Nevertheless, research pertaining to a pivotal facet of this pedagogical methodology—namely, student engagement during the individualized, at-home preparatory phase—remains limited. Within this void, the primary objective of this study is to delve into the prospective benefits offered by a video annotation tool in augmenting students’ level of engagement during this autonomous study phase. Throughout the course of this investigation, a bespoke questionnaire was crafted, grounded in a multifaceted framework for evaluating student engagement, with a specific emphasis on dissecting four distinct dimensions: behavioral, emotional, agentive, and cognitive. This questionnaire is geared towards gauging student engagement within the domain of the Flipped Classroom model that relies on video-based instructional content—a facet heretofore poorly explored within the scholarly literature. Both quantitative and qualitative data were collected by administering the aforementioned questionnaire to a cohort of 68 undergraduate engineering students at Politecnico di Milano (Italy), all within the authentic context of a case study. The outcomes stemming from this empirical inquiry showcase a noteworthy enhancement in student engagement, with particular prominence accorded to the realms of emotional and agentive engagement. Moreover, this study establishes that the interactivity and proactive involvement necessitated by the video annotation tool do not obstruct students’ behavioral and cognitive engagement levels. In summation, this research endeavors to illuminate the potentiality of bridging a pivotal juncture in the Flipped Classroom paradigm, specifically the phase characterized by independent at-home study. This bridge is facilitated by the utilization of a video annotation tool designed to heighten student engagement. This transformative approach effectively transmutes the traditionally passive at-home study phase of the Flipped Classroom into an active experience, thereby enhancing the overall efficacy of this pedagogical approach.