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Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos

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Abstract

This study examined the effectiveness of embedding self-regulated learning (SRL) prompts in a video designed for the flipped class model. The sample included 32 undergraduate participants who were randomly assigned to one of two conditions: control (video) or experimental (video + SRL prompts). Prior knowledge was measured with a pre-test, SRL was measured with a concurrent think-aloud, and learning outcomes were measured with a posttest. Results indicated that monitoring of understanding was significantly related to pausing and restarting the video during the learning task. Additionally, participants who receive the embedded prompts in the video engaged in more SRL processes (e.g., activating prior knowledge, monitoring understanding and controlling the video). Furthermore, the embedded prompts enhanced instructional efficiency, as evidenced by the significant difference in learning outcomes and non-significant difference in mental effort.

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Notes

  1. Directions for learning with the video: You will be asked to learn about motivating students in a classroom by watching a video. The opening part of the video will provide learning objectives to help you prepare for the post-test, which you will take after watching the video. Please engage the video however you would like; that is, you can pause, rewind, fast-forward, take notes, etc. There is no time limit for the video. Please use the objectives provided in the beginning of the video to guide your learning. In order for us to understand how you learn about motivating students, you are asked to “think aloud” continuously while watching the video. Say everything you are thinking and doing while watching the video. I’ll be here in case anything goes wrong with the computer.

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Authors and Affiliations

  1. Department of Education, Gustavus Adolphus College, Mattson Hall, 800 West College Avenue, Saint Peter, MN, 56082, USA

    Daniel C. Moos & Caitlin Bonde

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  1. Daniel C. Moos
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  2. Caitlin Bonde
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Correspondence to Daniel C. Moos.

Appendices

Appendix 1: Example Pretest and Posttest from a Participant in the Control Condition

Appendix 2: Example Pretest and Posttest from a Participant in the Experimental Condition

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Moos, D.C., Bonde, C. Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos. Tech Know Learn 21, 225–242 (2016). https://doi.org/10.1007/s10758-015-9269-1

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