Student Preclass Preparation by Both Reading the Textbook and Watching Videos Online Improves Exam Performance in a...

Area of Science:

• Educational Technology
• Biology Education

Background:

• The flipped classroom model involves pre-class content delivery and in-class application.
• Understanding how different content delivery methods impact learning in flipped classrooms is crucial.

Purpose of the Study:

• To investigate the impact of online videos versus textbook reading on student performance in a partially flipped cell biology course.
• To determine if specific pre-class preparation methods are more effective than others.

Main Methods:

• A partially flipped cell biology course was implemented with online videos and textbook readings assigned before class.
• Low-stakes assessments were used to encourage pre-class preparation.
• Multiple linear regression analysis was employed to assess the impact of preparation on exam scores.

Main Results:

• Both video viewing and textbook reading significantly and positively impacted student exam scores.
• The predictive model incorporating both preparation methods was effective in predicting exam scores.
• Contrary to hypotheses, most students utilized both videos and textbooks for preparation, not exclusively one method.

Conclusions:

• Engagement with course material outside of class, through various methods, is key to improved outcomes in flipped classrooms.
• Both online videos and textbook readings are effective modalities for delivering content in a flipped learning environment.
• The study supports the efficacy of blended learning approaches in higher education.