Do "flipped classrooms" really work? And how well? We've collected new data to help separate fact from hype - and show that the flipped classroom model is working well for students around the globe. It might just be time for more teachers to start flipping.
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3. Topics Covered in Research
Use cases for online videos
Student perceptions
Impact on course selection
Impact on attendance
Impact on attainment
4. How Students Use Recorded Lectures
Newcastle University 2013
77%
75%
62%
Revisit difficult concepts
Exam revision
Additional notes
58%
Missed lecture
5. How Students Use Recorded Lectures
Aberystwyth University 2011
68%
63%
51%
Exam revision
Clarify difficult concepts
Missed lecture
6. Measuring Adoption Among Students
University of Waikato 2012
Ball State 2011 (Flipped Class)
100%
80%
73% of students
watched recorded
lectures
60%
73%
85%
40%
20%
0%
students who watched more
than half of each pre-lecture
students who watched 75-100%
of each pre-lecture
7. Value of the Recordings
Newcastle 2013
Aberystwyth 2011
92% Useful or
Very Useful
98% Found
Recordings
Helpful
8. Value of the Recordings
Virginia Western 2011
Winston-Salem State 2011
86% Useful or
Very Useful
98% Very or
Somewhat
Beneficial to My
Learning
9. Impact on Course Selection
Aberystwyth University 2011
Virginia Western 2011
Likelihood of taking a course based on LC availability
81%
Availability
impacts my
choice of
courses
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
85%
40%
Before taking a LCenabled course
After taking an LCenabled course
11. Impact on Performance
Winston-Salem State 2010-2011
Exam Scores in BIO 3311
50%
Panopto Users
Non-Users
75
Failure Rate of BIO3311
80
80
75
66
40%
30%
67
63
65
20%
10%
0%
Exam 1
Exam 2
Exam 3
Exam 4
Failure rate prior to Panopto
Failure rate after Panopto
implementation
12. Impact on Performance
Georgia Tech 2009
University of Windsor 2007
Average grade improvement over a 15-week period
Exam improvement between first, second mid-term
19
15%
12
6
Homework
Lecture
Homework
Project
8
4
Exams
Final Grade
Exam Score Increase
13. Impact on Performance
University of Groningen 2009
Exam Scores
65
60
55
Low Attendance
50
Medium Attendance
High Attendance
45
40
Viewed no online lectures
Viewed all online lectures
14. Success Requires a New Pedagogical Approach
Ball State University 2011
From Lectures to Micro-lectures
<7 minutes
7-10 minutes
11-15 minutes
Recreating a High-Fidelity Online Experience
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
78%
Seeing video of the
professor helps me
engage with the videos
89%
90%
Seeing video of classspecific content helps
me engage with the
videos
Seeing PowerPoint helps
me engage with the
videos
15. Facilitated By A Complete Video Platform
Record and
webcast
video from your
laptop
Store and stream all
of your video using a
central video library
Find any
word, phrase, or
segment inside any of
your videos
17. List of Research Referenced
Enhancing Student Engagement through Content Capture Software and an Audience-Response System, Ball
State University, 2011
Evaluating Web Lectures: A Case Study from Human-Computer Interaction, Georgia Tech, 2009
Impact of Online Video Lecture Recordings and Automated Feedback on Student Performance, University of
Groningen, 2009
Using Video Lecture Capture Systems to Enhance Teaching in High DFW Courses, Winston-Salem State
University, 2012
Video Lecture Capture Systems – A Comparison of Student and Faculty Perceptions, Winston-Salem State
University, 2011
Panopto Lecture Capture Pilot Study: Student Survey, Virginia Western Community College, 2011
Student Perceptions on the Value of Panopto, University of Waikato, 2012
Lecture Capture at Newcastle University, Technology Day Presentation, Newcastle University, 2013
Lecture Capture at Aberystwyth University Presentation, Aberystwyth University, 2011
The Virtual Lecture Hall: Utilisation, Effectiveness, and Student Perceptions, University of Windsor, 2007
Editor's Notes
In the past six months, we’ve gathered research from 10 different universities – some in the UK, some in other parts of Europe, some in the US, and some as far away as New Zealand.They all provide similar information on the impact of LC and FC on a number of aspects of the learning experience – from the classes students take to their attendance, to various measures of performance.Improving the student learning experience and outcomes is obviously a fundamental goal of educators and education technologists.It’s also relevant to some issues faced by the education system in the UK.Student tuition is going up (tripling in the last year) which is driving an increase in student expectations of what they’re going to get.Faculty funding has been tight / declining. This is driving uncertainty in the academic community.The studies we’re examining today show that:In schools that adopt LC/FC, students are getting more for their money.Faculty who embrace LC/FC see improvements in their students’ engagement and work, which leads to higher job fulfillment, less uncertainty, better job security
Use cases for recorded videosStudent perceptionsImpact on course selectionImpact on attendanceImpact on attainment
The #1 answer is important because it’s an indication of something we’ll discuss later – attendance is largely an independent variable when it comes to LC/FC. Students who are prone to skip will skip; those who are likely to come to class will continue doing so.Panopto is in use at Newcastle University in the UK for lecture capture and recording pre-lecture course material.
Panopto is in use at Aberystwyth for lecture capture and recording pre-lecture course material.
Panopto is in use at Waikato in New Zealand for lecture capture and a wide range of other scenarios, including: MBA student presentations, student music performance live webcasting to parents and audiences around the world, as an English as a second language (ESL) aid, capturing complex multi-camera engineering demonstrations, faculty how-to videos (for software installation and use of the university’s LMS), and recording faculty feedback on student assignments.Panopto is used at Ball State for lecture capture and class flipping. These statistics are specific to class flipping.
Panopto is in use at Virginia Western for lecture capture and recording pre- and post-lecture course material.Qualitative student feedback: “I would not want to be without it.”“Panopto is the best thing since Blackboard and should be mandatory in every class.”Panopto is in use at WSSU for lecture capture and recording pre-lecture course material.
Georgia tech used Microsoft PowerPoint and Producer to record and make available on-demand lectures for an Introduction to Human Computer Interaction (HCI) course. Over a 15-week period, the school compared performance of students who actively used the lecture capture system with those who didn’t.Students learning HCI using supplemental web lectures earned significantly higher grades than students in a traditional lecture-based class, and reported increasingly strong subjective approval of web lectures, lecture homework, and the new course format.
In 2008 and 2009, University of Groningen in the Netherlands used a blended learning approach to determine whether a combination of in-class lecture attendance and online lecture viewing led to improved academic achievement. The study was done on students in a European Law course.“The outcomes of the study are in-line with the conclusion of Mayer (2008) that instruction is most effective when available at the moment the student needs it.Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online.”