Quizzing in recorded lectures

Mentor: Hans van der Meij

Topic

The Flipped Classroom initiative has drawn widespread attention and acclaim. In a Flipped Classroom, students attend to recorded lectures at home and thereafter engage in deliberate practice in classes. The Flipped Classroom essentially entails using class time primarily to get students involved in active learning strategies such as problem solving and discussion that advance (deep) understanding, application and transfer of knowledge as well as critical thinking that are much harder to achieve with lectures.

The benefits from a Flipped Classroom include the fact that students can follow lectures at any time and any place, and that they can view open access lectures from world-famous lecturers. Little systematic research appears to have been conducted to assess the effectiveness and efficiency of the Flipped Classroom. This research project concentrates on an important prerequisite of the Flipped Classroom, namely the students’ processing of the recorded lectures.

More specifically, this project investigates whether quizzing contributes to better viewing and, hence, better student preparation for classes. In a Flipped Classroom there is a risk that students view only parts of a recorded lecture and/or fail to understand its content. Can the inclusion of quizzing prevent early drop-out and stimulate students to (re)study the lecture until they fully understand?

Method

First, you summarize the literature on quizzing (e.g., Cheon et al, 2014; O’Flaherty, & Phillips, 2015). Next, you conduct an experiment that investigates the quizzing effect with recorded lectures. Three scenarios that you might want to compare in the experiment are: (a) recorded lecture only, (b) recorded lecture with integrated quiz-questions, and (c) recorded lecture with quiz-questions at the end.

Literature

  • Cheon, J., Chung, S., Crooks, S.M., Song, J., & Kim, J. (2014). An investigation of the effects of different types of activities during pauses in a segmented instructional animation. Educational Technology & Society, 17 (2), 296-306.
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95.