I operate flipped classroom where students watch video lectures with Zaption questions embedded in them for homework, then we read, practice writing and note-taking drills and complete projects in class. After three years of this work I developed two hypotheses: 1) Students with higher reading scores prefer reading the book to viewing the video lectures; and 2) Students with lower reading scores prefer viewing the video lectures to reading the book.
This week, I asked two samples of students to describe which learning format they preferred. The results soundly debunked my assumptions. While both groups of students preferred the video lectures to the textbook, 36% of students with lower reading levels preferred taking notes from the book rather than viewing video lectures.
Students who favored the video lecture to the book made comments like:
- I think I am learning more from the videos because they give off more information, they clarify what the topic is about, and I can rewind the video in case I didn’t get that last piece of information.
- Personally, the video lectures help a lot more than taking notes on the book. I can spend more time on the video, the book is more flat. In the video, main points are emphasized. It’s slightly harder to pick out key points from the book. My brain works better when it comes to listening because when it comes to reading, my eyes tend to skim and I can miss key information.
- I like the video lecture better because it tells us what to write. You can take your time and you can rewind the video. In the book, it takes a long time looking for what information you are going to write in your notes. When I open the book it’s just like no and it’s not interesting. The book doesn’t capture my attention.
Students who preferred the book to the video lectures made comments like:
- I think the book helps me better because you can go back and easily find something you missed, you can easily flip through pages to find something, and it is less distracting.
- Taking notes from the book helps you go at your own pace. You can read as fast or as slow as you want. The book is easier to go back to a sentence or paragraph than the video. The book makes it more simple because you can study and annotate in a way that you will understand.
- I work better with books, they have less complications. I am a hands-on learner, books get to the point. Video-lectures can have complications. WiFi can go down, you run out of data, problems can happen. Books are always there to be picked up and read.
These results seem to validate the flipped classroom approach. When students view video lectures which preview vocabulary terms, names and events first, they are building background knowledge. Then, when students encounter these terms, names, and events in their reading, they have familiarity with them and it is easier for the new knowledge to “stick.” Regardless of which learning method students prefer when these two methods are paired, the video acts as an anticipation guide priming the pump in a student’s memory and reinforcing the stickiness of the information in the reading. My big takeaway? Remember to listen to your students. It turns out they also are your customers.