Abstract
A flipped classroom lecture approach was utilised in an engineering mathematics course (118 students). This article reports on student viewing habits based on 104 videos over a period of 12 weeks. The video statistics indicate that many students waited until the last day before assignments to watch the required videos. There are also indications that the students would try to reduce the heavy workload induced by watching all videos on a single day by skipping videos perceived as less valuable. The data show a strong negative correlation between the length of a video and how much of that video the students watched per viewing setting. However, although students watched less of longer videos, the data also indicate that the students still watched, to a large degree, every part of the videos, just not in a single viewing session. Based on these results, recommendations on video creation and flipped classroom implementation are given.
Highlights
The flipped classroom has seen an increase in popularity in higher education in the last years
This study investigated students’ viewing behaviour in a flipped course in engineering mathematics based on statistics from YouTube Analytics
The results showed that the students tended to watch less of longer videos, but the results indicate that they to a large degree watch every part of the videos, just not in a single viewing session. Adding time codes to strategic points in the videos was recommended to make navigation easier when returning to a video
Summary
The flipped classroom has seen an increase in popularity in higher education in the last years. Some studies have shown mixed results and challenges with implementing flipped classroom such as less satisfied students compared with students in traditional lectures (Yough et al 2017). Some students find it difficult to adjust to the teaching method (Mason, Shuman, and Cook 2013) and keep up with the amount of work that is needed before the lectures (Strayer 2012). As a result, they might not come prepared to the lectures (Chen 2016), which is a critical part of succeeding as a student in a flipped classroom (Fisher et al 2017)
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