Video lecturing in Clicker-assisted English flipped class

Autoři: Yu Zhonggen aff001
Působiště autorů: Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China aff001
Vyšlo v časopise: PLoS ONE 14(10)
Kategorie: Research Article



The study on the impact of video lecturing on clicker-assisted English flipped class was necessary because it has seldom been explored.


This study studied the impact of video lecturing on student satisfaction and English proficiency, plus correlations between student satisfaction levels and English proficiency.


Randomly recruited Chinese participants (Female N = 44; Male N = 43) from a university in China received both pre and post College English Test Band 4 and satisfaction measurements, together with a semi-structured interview.


We concluded that the video-assisted class could cause significantly higher English proficiency than the non-video-assisted class (F = 23.17, p < .001, Partialη2 = .216); there were significant differences between video- and non-video-assisted cohorts for post interaction (F = 8.37, p = .005, Partialη2 = .093), post efficacy (F = 7.68, p = .007, Partialη2 = .086), and post regulation (F = 16.34, p < .001, Partialη2 = .166); there were strong, positive relationships between post English proficiency and post student interaction (R2 = .70; β = .84; p < .01), self-efficacy (R2 = .57; β = .75; p < .01) and self-regulation (R2 = .59; β = .77; p < .01) levels in both cohorts at the .05 level. However, no strong, positive correlations were found in both cohorts at the .05 level between pre English proficiency and pre student interaction (R2 = .00; β = .05; p = .33), self-efficacy [R2 = .03;β = -.17 (negative); p = .05] and self-regulation [R2 = .05;β = -.23 (negative); p = .01] levels. Future research into video-assisted English flipped class may need interdisciplinary cooperation.

Klíčová slova:

Cell phones – Human learning – Language – Learning – Lectures – Pedagogy – Research validity – Teachers


1. Yu Z. Schema Theory-based Flipped Classroom Model Assisted with Technologies. International Journal of Information and Communication Technology Education. 2018; 15(2), 31–48. doi: 10.4018/IJICTE.2019040103

2. Yu Z. Mobile device- and video-aided flipped English classrooms. International Journal of Mobile and Blended Learning. 2019; 11(2), 19–32.

3. Elmaadaway MAN. The effects of a flipped classroom approach on class engagement and skill performance in a blackboard course. British Journal of Educational Technology. 2017; 49(3), 479–491. doi: 10.1111/bjet.12553

4. Draper SW, Cargill J, Cutts Q. Electronically enhanced classroom interaction. Australian Journal of Educational Technology, 2002; 18(1), 13–23.

5. Yu Z, Wang G. Academic achievements and satisfaction of the clicker-aided flipped business English writing class. Journal of educational technology & society. 2016; 19(2), 298–312.

6. Hubbard JK, Couch BA. The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format. Computers & Education. 2018; 120, 1–12.

7. Evans HK. An experimental investigation of videotaped lectures in online courses, TechTrends, 2014; 58(3), 63–70.

8. Zarrinabadi N, Ebrahimi A. Increasing peer collaborative dialogue using a flipped classroom strategy, Innovation in Language Learning and Teaching. 2018; doi: 10.1080/17501229.2018.1455688

9. Liu SH, Liao HL, Pratt JA. Impact of media richness and flow on e-learning technology acceptance. Computers & Education. 2009; 52(3), 599–607.

10. Meij HVD, Meij JVD. The effects of reviews in video tutorials. Journal of Computer Assisted Learning. 2016; 32(4), 332–344.

11. Yousef A, Chatti M, Schroeder U. Video-Based Learning: A critical analysis of the research published in 2003–2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp.112–119). 2014.

12. Giersch S, Leary H, Palmer B, Recker M. Developing a review process for online resources. In Proceedings of the 8th ACM/IEEE-CS joint conference on Digital libraries (pp. 357–457). 2008; June 15–20, Pittsburgh, Pennsylvania, USA: ACM.

13. Li Q, Lau RWH, Shih TK, Li FWB. Technology supports for distributed and collaborative learning over the internet. Transactions on Internet Technology (TOIT). 2008; 8(2), 1–24.

14. Odhabi H, Nicks-McCaleb L. Video recording lectures: Student and professor perspectives. British Journal of Educational Technology. 2011; 42(2), 327–336. doi: 10.1111/j.1467-8535.2009.01011.x

15. Zupancic B, Horz H. Lecture recording and its use in a traditional university course. In Proceedings of ITiCSE’02, June 24–26 (pp. 24–28). Aarhus, Denmark: ACM. 2002.

16. Heck R, Wallick M, Gleicher M. Virtual videography. ACM Transactions on Multimedia Computing, Communications and Applications. 2007; 3(1), 1–28.

17. Sharp JH, Schultz LA. An exploratory study of the use of video as an instructional tool in an introductory c# programming course. Information Systems Education Journal. 2013; 11(6), 33–39.

18. Sakamoto T, Suetake K, Sonoya T, Muta H. Using a video-memory equipped multi-pattern system to transmit lectures to remote classrooms: effectiveness of distance teaching (1). Educational Technology Research. 2017; 6, 17–27.

19. Hughes GD. Using videos to bring lecture to the online classroom. College quarterly. 2009; 12(1), 1–10.

20. Whatley J, Ahmad A. Using video to record summary lectures to aid students’ revision. Interdisciplinary Journal of Knowledge and Learning Objects. 2007; 3, 185–196.

21. Krebs C, Holman P, Bodnar T, Weinberg J, Vogl W. Flipping the neuroanatomy labs: how the production of high quality video and interactive modules changed our approach to teaching. Journal of the Federation of American Societies for Experimental Biology. 2014; 28(1), Supplement 211.3.

22. Dymond S, Bentz J. Using Digital Videos to Enhance Teacher Preparation. Teacher Education & Special Education, 2006; 29(2), 98–112.

23. Snowden KE. Teacher perceptions of the flipped classroom: Using video lectures online to replace traditional in-class lectures. Thesis for the Degree of Master of arts of University of North Texas. 2012.

24. Tucker B. The flipped classroom. Education Next. 2012; 12(1), 82–83.

25. Jacob B, Matthew V. Testing the Flipped Classroom with Model-Eliciting Activities and Video Lectures in a Mid-Level Undergraduate Engineering Course. Presented at 43rd Annual Frontiers in Education Conference (FIE), University Oklahoma, CollEngn, Oklahoma City, OK, Oct. 23–26, 2013, Frontiers in Education Conference.

26. Long T, Logan J, Waugh M. Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference. 2014; (pp. 920–927). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 8, 2015 from

27. White C, Easton P, Anderson C. Students’ perceived value of video in a multimedia language course. Educational Media International. 2000, September; 37(3), 167–175. doi: 10.1080/09523980050184736

28. Morgan H, McLean K, Chapman C, Fitzgerald J, Yousuf A, Hammoud M. The flipped classroom for medical students. The Clinical Teacher. 2015; 12(3), 155–160. doi: 10.1111/tct.12328 26009948

29. Simpson V, Richards E. Flipping the classroom to teach population health: Increasing the relevance. Nurse education in practice. 2015; 15(3), 162–167. doi: 10.1016/j.nepr.2014.12.001 25707309

30. Park SE. Implementation of a Flipped Classroom Educational Model in a Predoctoral Dental Course. Journal of dental education. 2015; 79(5), 563–570. 25941150

31. Zhang D, Zhou L, Briggs B, Nunamaker JF. Instructional Video In E-learning: Assessing the Impact of Interactive Video on Learning Effectiveness. Information & Management. 2006; 43(1), 15–27.

32. Yu Z. Indicators of satisfaction in clickers-aided EFL class. Frontiers in Psychology. 2015; 6:587. doi: 10.3389/fpsyg.2015.00587 25999898

33. Sheng P, Zhang LS. Correlation between academic achievements and outcomes of CET 4. Educational research and experiment. 2015; 2, 84–87.

34. Kuo YC, Walker AE, Belland BR, Schroder KEE, Kuo YT. A case study of integrating interwise: interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open & Distance Learning. 2014; 15, 161–181.

35. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 1977; 84, 191–215. doi: 10.1037//0033-295x.84.2.191 847061

36. Zimmerman BJ, Schunk DH. Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. New York, NY: Springer-Verlag. 1989.

37. Nunnally JC. Psychometric theory (2nd ed.). New York: McGraw-Hill. 1978.

38. Kock N. Using WarpPLS in e-collaboration studies: what if I have only one group and one condition? International journal of e-collaboration. 2013; 9(3), 1–12, July–September.

39. Kock N. WarpPLS 5.0 User Manual. ScriptWarp Systems, Laredo, Texas USA. 2015.

40. Grabe M. Voluntary use of online lecture notes: correlates of note use and note use as an alternative to class attendance. Computers & Education, 2005; 44(4), 409–421.

41. Odhabi H, Nicks-McCaleb L. Video recording lectures: Student and professor perspectives. British Journal of Educational Technology. 2011; 42(2), 327–336. doi: 10.1111/j.1467-8535.2009.01011.x

42. Yousef A, Chatti M, Schroeder U. Video-Based Learning: A critical analysis of the research published in 2003–2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp.112–119). 2014.

43. Toto R, Nguyen H. Flipping the Work Design in an Industrial Engineering Course. ASEE/IEEE Frontiers in Education Conference, Oct 18–21, 2009, San Antonio, TX.

44. Zappe S, Leicht R, Messner J, Litzinger T, Lee HW. “Flipping” the Classroom to Explore Active Learning in a Large Undergraduate Course. Proceedings, American Society for Engineering Flipped Classroom Resources Education Annual Conference & Exhibition, Compiled by Melissa Castillo, Learning Technology Services. 2009; Jan. 2013. Austin, TX.

Článek vyšel v časopise


2019 Číslo 10
Nejčtenější tento týden