Pre-class Video Research Articles

Hybrid Teaching Design for the "Software Project Management" Course

This paper investigates a hybrid instructional design to improve the educational outcomes of the "Software Project Management" course. Confronted with the challenges of globalization and rapid technological progress, traditional lecture-based teaching has proven inadequate to fulfill the goals of contemporary education. The hybrid teaching model merges online self-directed learning with in-person interactive sessions, facilitating the acquisition and application of knowledge and the enhancement of practical skills through pre-class video instruction, classroom discussions, and case analyses. The educational objectives encompass the transmission and internalization of knowledge, the cultivation of professional ethics, and the improvement of students' comprehensive qualities. The instructional process is meticulously designed to include pre-class self-study, in-class knowledge assessment, case study discussions, practical coursework, and final evaluations. Moreover, the study places a special focus on integrating ideological and political elements within the curriculum to elevate students' ideological and moral qualities.

Quantifying Efficacy of Video Interventions about Adverse Events in Medical Student Education.

The coronavirus disease 2019 pandemic catalyzed a rapid shift toward remote learning in medicine. This study hypothesized that using videos on adverse events and patient safety event reporting systems could enhance education and motivation among healthcare professionals, leading to improved performance on quizzes compared with those exposed to standard, in-person lectures. Participants were randomly assigned to a group both watching the video and attending an in-person lecture or a group that received only the in-person lecture in this study performed in 2022. Surveys gathered demographic information, tested knowledge, and identified barriers to reporting adverse events. A total of 83 unique participants responded to the survey out of the 130 students enrolled (64%; 83/130). Among the students completing all of the surveys, the group who watched the Osmosis video had a higher average quiz score (6.46/7) than the lecture group (6.31/7) following the first intervention. Only 25% of respondents agreed or strongly agreed that they knew what to include in a patient safety report and only 10% agreed or strongly agreed that they knew how to access the reporting system. This study suggests virtual preclass video learning can be a beneficial tool to complement traditional lecture-based learning in medical education. Further research is needed to determine the efficacy of long-term video interventions in adverse events.

Performance of mathematics students using video learning in flipped and flipped collaborative learning settings

Due to rapid technological advancement that continues to permeate almost all facets of the education sector, video learning has been explored to enhance performance, but most researchers do not incorporate flipped classroom in mathematical videos, which affects the teaching and learning of the subject in Nigeria. This study checked the effectiveness of video learning in flipped and flipped collaborative classroom on mathematics students’ achievement and retention. Using a randomized controlled trial with repeated measures approach, 70 senior secondary school students were purposively sampled from two private secondary schools in Gombe State, Nigeria, out of which they were randomly assigned into two experimental groups: video learning flipped classroom and video learning flipped collaborative classroom (VLFCC). Data was obtained using a 30-item mathematics achievement test, which was validated and pilot-tested (r=0.93). Results were computed using descriptive statistics and two-way mixed design repeated measures analysis of variance. Findings revealed that while the students’ within subject performance improved tremendously in the post-test after the four-week treatment, the students in VLFCC performed better in both achievement (F<sub>[1, 69]</sub>=1,576.362, p=0.000, effect size of (η<sub>p</sub><sup>2</sup>)<sup> </sup>of<sup> </sup>0.954) and retention (F<sub>[1, 69]</sub>=114. 119, p=0.000, with an effect size (η<sub>p</sub><sup>2</sup>) of 0.785. The finding has some implications for it exposes mathematics teachers, researchers, and policy makers to the credence of deploying video learning in flipped collaborative classroom to improve students’ performance by engaging students in collaborative learning in addition to watching pre-class videos, where students discuss in small groups in order to learn through observation, imitation, repetition and behavior modeling, thus making them to learn at their pace in order to construct their own knowledge.

Improving the effectiveness of video-based flipped classrooms with question-embedding

AbstractAlthough video-based flipped learning is a widely accepted pedagogical strategy, few attempts have been made to explore the design and integration of pre-class instructional videos into in-class activities to improve the effectiveness of flipped classrooms. This study investigated whether question-embedded pre-class videos, together with the opportunity to review these questions at the beginning of in-class sessions, affected student learning processes and outcomes. Seventy university students from two naturally constituted classes participated in the quasi-experimental study. The experiment adopted a pre-test/post-test, between-subjects design and lasted for six weeks, with the same instructional content for the experimental and control groups. Students’ age, sex, pre-experiment motivation, prior knowledge, and perceived knowledge were controlled for in the study. The results indicate that the educational intervention significantly strengthened learning performance, likely due to the increased regularity of engagement with pre-class materials. The intervention did not influence student satisfaction with the pre-class videos or the video viewing duration. Overall, the findings suggest that instructors should consider embedding questions in pre-class videos and reviewing them at the beginning of in-class sessions to facilitate student learning in video-based flipped classrooms.

Reinventing teaching pedagogy: the benefits of quiz-enhanced flipped classroom model on students' learning outcomes and engagement

PurposeThe flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.Design/methodology/approachThe study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.FindingsThe 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.Practical implicationsEmbedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).Originality/valueThis research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms

This study investigates the impact of embedded questions in pre-class instructional videos on learner perceptions (cognitive load, emotional engagement, satisfaction, judgement of learning), video engagement (total views, total viewing time), and learning performance (retention, transfer). The research occurred in a real flipped classroom environment. We designed a quasi-experiment in which 86 university students from two natural classes watched pre-class instructional videos featuring procedural knowledge with or without interpolated true or false questions. Students were asked to practice the operation steps introduced in the videos. While they practiced operations, they could either pause the videos or let the videos continue playing. Face-to-face contact time was utilised to consolidate and extend previewed content with student-centred, instructor-facilitated problem-solving activities. Results revealed no discernible effects from embedded questions in pre-class videos on cognitive load, emotional engagement, satisfaction, judgement of learning, total views, knowledge retention or knowledge transfer. We speculate that the various in-class practice activities and frequent access to procedural knowledge videos offset the cognitive benefits derived from question-embedded videos. Learners who viewed question-embedded videos presented significantly reduced total viewing time, likely because the embedded questions scaffolded them in sustaining attention and efficiently pinpointing the exact information needed. Future research should identify boundary conditions for embedding questions in instructional videos (e.g. learning mode, type of knowledge) rather than indiscriminately applying this design strategy.

Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education

ABSTRACT Background The core principle of HyFlex (‘hybrid’ and ‘flexible’) learning is to maintain learning equity under most circumstances. Within a blended framework in precision medical education, how different preferences of synchronous learning environment influence learning process and outcome is limited. We investigated students’ preclass online video learning experiences and their choices toward synchronous class formats. Methods This was a mixed-methods study. During the 2021 academic year, all 5th-year medical students who had viewed online video clips presenting core concepts were asked to complete a survey on their preference for future synchronous class format (face-to-face, online, or HyFlex) and asked to provide reflective comments on their self-learning. Anonymous survey data, online records, and summative assessment scores (short-term learning outcomes) were collected. Kruskal – Wallis or Chi-square tests were used to compare differences between groups, and multiple linear regression was managed to select the factors associated with various choices. The students’ comments were coded in a descriptive thematic analysis. Results Among 152 medical students, 150 responded to the questionnaires, and 109 provided comments. Medical students spent a median of 32 min online, significantly shorter in the face-to-face group than in the online and HyFlex groups. The online group had a lower preclass video completion rate for certain concepts. The choice was not associated with short-term learning outcomes. Student feedback revealed a higher frequency of multiple themes for each student in the face-to-face and HyFlex groups, and these themes fell into the categories of learning efficiency, focus concentration, and course attractiveness. Conclusions Linking the choice of the class format and learning experiences of preclass online videos sheds light on a step further within a blended framework of precision medical education. Supplement of online interactive elements may help secure learning engagement among students choosing ‘online only’ class format of HyFlex learning.

Flipped classroom approach to global outreach: cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents.

To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States. Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018. Residents were instructed to watch a pre-class video lecture prior to the in-class-case-based activity. Content tests (5 Ophthalmic Knowledge Assessment Program style questions) and surveys were administered before and after the classroom sessions (100% response rate). These results were compared to that of an American cohort who were taught the same content. The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents (92% vs 55%, P=0.04) and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style (P-values between 0.008 and <0.001). In both Chinese and American cohorts, we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session (P=0.025 for Chinese residents; P=0.001 for US residents), whereas scores in both groups for the esotropia course did not significantly improve. This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting. The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge. Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings. Finally, the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19, although such a format requires further study.

The effect of pre-class online video on improving knowledge retention and motivation

Since humankind entered the computerised period, data and the amount of information available through digital sources have drastically increased, and people nowadays can also generate and distribute information. As a result of these changes, knowledge acquisition was characterised by a rapid increase in information. However, the retention of such information or knowledge can be challenging. To understand how it happened with the undergraduate students, we developed a 4-minute digital pre-class video designed specifically for undergraduate students and assessed its capacity to verify news based on the method of the International Federation of Library Associations and Institutions, which consists of eight evaluation criteria and key points to consider. To examine the video's efficacy, we used a randomised controlled design among the control and experiment groups, with an in-class session based on both a pre-class video and PowerPoint materials for the experiment group and an in-class session using PowerPoint materials only for the control group. The instructional materials motivation survey questionnaire and the fake news literacy test were utilised to examine motivation, knowledge acquisition and knowledge retention. The results showed that while students of both groups had similar performances as regards knowledge acquisition, they nonetheless showed a considerable difference in retention and motivation of knowledge from the perspective of attention and relevance. These results show a huge potential for using pre-class video and appropriate and effective content to combat false information in Thailand. Nevertheless, the research is subject to limitations. The study was only carried out at Chiang Mai University. More research experiments at other universities are required. Keywords: Undergraduate students, news literacy, knowledge retention, motivation, pre-class video.

Evaluating a Blended Learning Model for Medical Student ECG Teaching.

The ability to interpret a 12-lead electrocardiogram (ECG) is an essential skill in inpatient and outpatient settings. In medical school, this skill is generally taught during the Internal Medicine clerkship. Blended learning is a pedagogical tool that combines different modes of information delivery, models of teaching, and learning styles combining face-to-face learning sessions with online learning. The objectives of this study were to develop a curriculum using a blended educational model including lecture, focused educational videos, flipped classroom, and team-based learning to teach a systematic approach to ECG interpretation and enhance the ability of students to identify common and life-threatening electrocardiographic abnormalities. Between 2016 and 2019, 349 medical students from the University of Colorado School of Medicine received the blended learning curriculum, which included an introductory lecture followed by five 30-minute sessions. These sessions encompassed preclass videos and team-based learning in a flipped-classroom design covering critical concepts in electrocardiography. A sample of 64 students completed a survey evaluating confidence in ECG interpretation skills before and after the curriculum. All of the students completed a 17-item pretest and posttest. The new curriculum improved learner confidence in ECG interpretation (Wilcoxon signed rank-sum test, P < 0.001). Postcurriculum test scores showed statistically significant improvement in all of the diagnoses tested (paired Student t test, P < 0.01), the most significant gains occurring in the life-threatening tracings of ventricular fibrillation and in ventricular tachycardia. Using a blended learning model with multiple educational modalities resulted in significant improvement in learners' performance and confidence in ECG interpretation.

Flipped Classroom in Secondary School or High School Education: A Review of Its Advantages and Challenges

Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC. The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.

Fostering student teachers’ 21&lt;sup&gt;st&lt;/sup&gt; century skills by using flipped learning by teaching in STEM education

In recent decades, STEM has received wide attention in education and educators have been seeking effective approaches for STEM education. Learning by teaching could be a potential solution as it could help students develop 21&lt;sup&gt;st &lt;/sup&gt;century skills. However, the high time cost and lack of relevant knowledge create a great barrier to its users and make the approach unpopular. Thus, this study aims to investigate how flipped learning by teaching could foster STEM education through the improvement of students’ understanding and their 21&lt;sup&gt;st&lt;/sup&gt; century skills. By using seven-12 minutes pre-class video followed by 40-minute in-class sections, result suggested that flipped learning could contribute to students’ understanding, learning interest, creativity, and soft skill sets in 21&lt;sup&gt;st&lt;/sup&gt; century skills. In view of its merits, flipped learning by teaching could be considered as an effective approach for STEM education.

Student learning effect using flipped classroom with WPSA learning mode - An Example of Programming Design Course

ABSTRACT Flipped classroom is one of the important teaching modes among many novel teaching methods in recent years, students watch the video in the pre-class. However, if students cannot focus on the pre-class video learning or have problems with the learning content, the learning effect will be less than expected. Therefore, this research proposes a flipped classroom combined with the WPAQ learning model extended by the WSQ learning model to carry out programming courses, allowing students to perform flipped classroom learning with peers online before class and jointly complete the tasks of flipped classroom learning lists, and share with them a summary of learning content to enhance learning effectiveness. The research results show that the use of flipped classrooms combined with the WPAQ learning model of the learning system can help students improve learning effectiveness, learning motivation, self-efficacy, reflective ability, programming learning attitudes, and reduce students’ cognitive load.

Review of student opinions on blended educational implementations in the pandemic process: A case study

The study has aimed to examine student views and experiences related to distance education, flipped classroom, distance flipped classroom, and face-to-face learning activities carried out over the semester. In this context, student opinions regarding mixed educational experiences in four courses planned and carried out over a semester were examined according to the blended education practices implemented by the Council of Higher Education with the fall semester of 2021-2022. In the research planned as a case study, 42 students who studied in the first year of the vocational school computer programming associate program formed the working group. The opinion survey developed by the researcher was used. Content analysis and descriptive statistics were used in the analysis of the obtained data. As a result of the research, it was found that flipped classrooms and distance flipped classrooms are effective applications in students' learning, and pre-class videos are an important resource for students to come prepared for lessons and repeat the course.

Successful use of pre-class videos from a pharmacy course for pre-class learning in a biomedical graduate course

Introduction: Although flipped learning has experienced significant uptake within pharmacy schools, its use within related doctoral graduate programs is not well described or understood. Materials and Methods: Thirteen pre-class videos originally created for a Doctor of Pharmacy class were implemented as pre-class learning for a related Doctor of Philosophy class. In the Fall 2018 and Fall 2019, students completed a survey about their experiences, and faculty provided narrative feedback about their experiences. Results: Pre-class videos were positively rated by students, with most agreeing that they “prepared me for the content or activities in the corresponding class” (n = 16, 94.1%). Most agreed that doctoral courses “taught in a classroom should offer pre-recorded lectures” (n = 13, 76.5%). No significant differences were found by year or gender. Faculty subsequently increased their use of pre-class videos. Conclusions: This study is a first step toward exploring strategies for leveraging curriculum materials in flipped classrooms at schools offering multiple degree programs.

Pre-class video watching fosters achievement and knowledge retention in a flipped classroom

Large lectures are commonly characterized by lacking interactivity and adaptability to individual learning processes. Flipped classroom as a more active learning design has the potential to meet this challenge. For knowledge acquisition in flipped classrooms, students’ regular and timely engagement in watching pre-class videos on new topics is critical to benefit from the learning activities in the in-class sessions. However, there is limited evidence on the relationship between engagement in pre-class video watching and later achievement and particularly in knowledge retention in flipped classroom. Thus, we developed sophisticated pre-class learning videos for a large statistics lecture and set up a flipped course design. We regressed course achievement on students’ timing of watching the pre-class videos. To contrast the relation between preclass video watching and other typically discussed predictors of achievement, we controlled for prior achievement and motivation. We found that students, who watch the videos before the corresponding in-class session perform better, both in the short-term (final exam) and in the long-term (follow-up-test four months later). Our results suggest that timing rather than quantity of video watching matters in terms of academic performance and knowledge retention. The findings highlight the important role of motivational interventions aiming at encouraging students to prepare for class in time to ensure knowledge acquisition in flipped classrooms.

The flipped-classroom approach to teaching horizontal strabismus in ophthalmology residency: a multicentered randomized controlled study

The flipped-classroom involves watching prerecorded lectures at home followed by group learning exercises within the classroom. This study compares the flipped classroom approach with the traditional classroom for teaching horizontal strabismus didactics in ophthalmology residency. In this multicenter, randomized controlled survey study from October 2017 to July 2018, 110 ophthalmology residents were taught esotropia and exotropia sequentially, randomized by order and classroom style. Flipped classroom participants were assigned a preclass video lecture prior to the in-class case-based activity. The traditional classroom included a preparatory reading assignment and an in-person lecture. Residents completed three identical 5-question assessments (pretest, post-test, and 3-month retention) and surveys for each classroom. The primary outcome measured residents' preferences for classroom styles; the secondary outcome compared knowledge acquisition. In our study cohort, the flipped classroom resulted in greater at-home preparation than the traditional classroom (P=0.001) and was preferred by 33 of 53 residents (62%); 45 of 53 (85%) wished to see the flipped classroom used at least 25% of the time. The exotropia flipped classroom scored higher than traditional classroom on the pretest (3.71/5 [74%] vs 2.87/5 [57%]; P<0.001) and post-test (4.53/5 [91%] vs 4.13/5 [83%]; P=0.01) but not the 3-month retention test (3.53/5 [71%] vs 3.37/5 [67%]; P=0.48). The esotropia classroom styles did not differ on pre- or post-test but demonstrated higher scores for the traditional classroom at 3-month retention (3.43/5 [69%] vs 2.92/5 [58%]; P=0.03). Advantages cited for flipped classroom include being interactive and engaging while incentivizing better classroom preparation. The flipped classroom method was received favorably by trainees and may complement traditional methods of teaching.

Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos.

The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. Participating students were randomized to take quizzes, either during pre-class videos via Panopto™ (EQV) or after pre-class videos in the traditional manner via Moodle™ (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.

Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos

Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos

Pre-class online video learning and class style expectation: patterns, association, and precision medical education

Background Online video learning has been gaining substantial attention in medical education. The purpose of the study was to evaluate medical students’ online video-viewing patterns as well as to identify features associated with their class style preferences in precision medicine courses. Methods A mixed methods research design was used. Part of the cognitive load of the class content of “acute liver failure” was shifted to a 10-minute pre-class online video learning which was further reduced using threshold concept strategy. In the 2019 academic year, all fifth-year medical students who had viewed the pre-class video were invited to take a survey on their learning process and four class style expectations for the upcoming in-person class. For each round of medical students, teaching assistants helped collect anonymous survey data before the class. The teacher then adjusted the in-person class as part of precision medical education. Furthermore, the researchers coded the video-viewing patterns through an action log transformation, along with the questionnaire results, for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare group differences. Qualitative data were content-coded through a descriptive approach using thematic analysis. Results Of the 130 medical students, 114 (87.7%) joined the pre-class video learning, 113 (86.9%) responded to the questionnaires, and 87 (66.9%) provided their comments. Most medical students preferred the class styles of a thorough introduction (42.5%) and concept orientation (44.2%). High-engagement viewing patterns were associated with difficult concepts and the provision of comments. Class style expectation and video-viewing patterns did not demonstrate significant linkages. A majority of the substantial comments initiated thought-provoking questions after the online video learning. Conclusion Association between medical students’ preferred class styles and online video-viewing patterns was not necessarily linked. However, medical teachers are recommended to modify class styles based on medical students’ expectations after pre-class learning, thereby providing precision medical education. KEY MESSAGE Implementing precision medical education in the blended class is feasible. Online video learning is an ideal platform for balancing the dilemma between increasing the cognitive load of class content and the practice of precision medical education. The association between medical students’ preferred class styles and online video-viewing patterns was not clearly seen.