Abstract
ABSTRACTWhile ‘flipped’ classrooms have been heralded as a valuable tool for student learning, little is known about the process by which students learn from the out-of-class resources. This study investigates 12 undergraduate students’ sense-making activities while watching videos about topics in introductory statistics. Analysis of interview data indicated that the students made sense of the videos in very different ways and that the challenges students faced varied widely from person to person. These results highlight the need to take into account the wide variety in students’ background knowledge and sense-making practices when creating videos. These results also suggest the importance of structuring students’ interactions with videos so that video lectures may become more useful instructional tools for a larger number of students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Mathematical Education in Science and Technology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
