The concept of flipping the classroom is simply that class time is used primarily to get students involved in active learning strategies (e.g., problem solving, discussion, groupwork) rather than through delivering lectures. The latter are being replaced with video lectures that should be studied before students come to class.
This project focuses on an analysis of the strenght and weaknesses of video lectures. The first step is exploratory. You should try to get a first impression of the various lecture types that are being used today (Guo, Kim, & Rubin, 2014)
(see Guo, Delft). For Dutch speaking students, a good starting point for initial appraisal is a set of “best YouTube teachers of Holland” available on Kennisnet (2017). The second step is that you create a set of categories for evaluation of each (type of) video lecture. In step three you assemble the video lectures that are included in the audit and you perform the audit.
If you would like to get more information about what this project would entail, please read Ten Hove and van der Meij (2015). (ten Hove & van der Meij, 2015)This award winning article describes how Petra ten Hive tackled the issue of what distinguishes a poor, average and good instructional video on YouTube.
- Kennisnet (2017). De beste YouTube-docenten van Nederland. https://www.kennisnet.nl/artikel/de-beste-youtube-docenten-van-nederland/
- Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at the L@S '14, Atlanta, GA.
- ten Hove, P., & van der Meij, H. (2015). Like it or not. What characterizes YouTube’s more popular videos? . Technical Communication, 62(1), 48-62.