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Moving to Flipped Learning: Perception and perspective from teacher and students toward Webcast in Basic Education
Mayuret YaibuatesPraweenya Suwannatthachote
To investigate teacher and students’ perception and perspective toward webcast
Objectives
Borderless Network System Project
create teaching aids
record lecture
share knowledge
exchange teaching and learning within network schools
Solve the lack of teacher’s problem
how to best use time in class (LaFEE, 2013; Sams & Bergmann, 2013)
Flipped learning
video and sound for
presentation on the Internet
Webcast
AcuSTUDIO 6.0
Program for producing webcast or screen capture that was supported for network schools Supporting
Incorporating social networking
The acceptance of changing process naturally and implement the innovation concretely. IC leads to difference outcome . (Hall & Hord, 2001)
Trainers need to plan and facilitate training programs by concerning about different levels in using webcast of individual teachers in order to encourage them for applying webcast in their teaching lesson.
Perception and perspective toward innovation = innovation configuration
Innovation Configuration
Subjects
75 sts
34 sts , Grade 11
41 sts, Grade 10
initiative teaches creating webcast lessons which had popularly viewed by students. (over 800 views) a male, thirty-one years old has taught Physics for six years
Semi-structured interview questionnaire for interviewing the teacher
Open-ended Students’ questionnaire about the use of webcast in Borderless Network System Project in Physics
• 2nd semester, academic year 2013
• at Samakkhiwitthayakhom School Chiang Rai, Educational Service Areas 36th
Findings1) Benefits of using webcast
Teacher- review lesson
and study in advance
- could prepare and ensure his content completely
“… Teachers can prepare themselves (before
uploading in webcast). I watch the video clip
and keep asking myself what I should add to
fulfill my teaching. Sometimes, I forget to teach
some topics or speak too fast. While using
webcast, I can rerecord my lesson, insert some
slides or add demonstrate lab video clips by
searching from YouTube. It completes my
teaching.”
Findings1) Benefits of using webcast
Students
1. They can repeatedly watch webcast. The students can review learning lessons (33.33%), review before taking examination (9.33%), and watch many times (5.33%).2. They can use webcast conveniently. They can review learning lessons freely. It is easy to learn and not limited at school broader since students can study anywhere while accessing though the Internet (33.33%). Students can follow content in case they request sick leave, business leave or skip the class (5.33%).3. Students control their own learning. They can rewind, pause the lesson when they do not understand (9.33%), study in advance (8%) learn and review lesson by themselves (8%). 4. Students can use webcast to explore knowledge. They can study on their interesting topics (4%), learn about topics that teachers do not normally teach in class (2.66%). 5. Webcast saves learning cost. It is free (1.33%).
Findings2) Limitations of using webcast
Teacher Students
Limitations: - The limitation in term of two ways interaction.
“I can’t respond to students.” and the teacher is sometimes doubtful whether students had better understanding due to access to webcast or not since he cannot track students’ progress individually.
There were three main limitations as follow. 1. Students cannot ask questions
with the teacher in real time (24%).
2. The usage conditional limitation since not all students can access the Internet at home (10.66%).
3. They cannot express and share their opinions with teacher or classmate at the same time (2.66%).
Findings3) Students’ role and Teacher’s role
Teacher Students
Students’ role: - access to webcast as teacher assigns
- have responsibility for their own learning
- should concentrate while watching (29.33%)
- should review learning lessons (8%)
- take note while watching the video clip (8%)
- should be honest and respect to classroom disciplines (6.66%).
Teacher’s role: - set learning agreements clearly - should produce webcast for instructional purposes (41.33%) should announce and promote webcast to students (14.66%)
- should give an advice on how to use webcast to students by guiding or demonstrating how to access to webcast and informing extra tips or techniques for learning via webcast (5.33%)
Students satisfaction toward webcast All subjects (100%) like using webcast in Physics. The sample of students’ respond is as follows.
• Repetition factor: “When (I) don’t understand, I can watch (webcast) again (30.66%), (I) can study many times as I want (14.66%), , (I) understand better (6.66%), (I) review before taking the test (4%).”
• Instructor factor: “Teacher explains clearer (5.33%), (I) enjoy learning with this teacher (1.33%).”
• Self-learning factor: “(I) can try to understand by myself conveniently (4%), (I) can study in advance (2.66%), (I) can try to understand by myself first and study in details in class. So, I can check concepts over again (2.66%), (I) have experience on solving physics problems (2.66%)
• Natural of Physics factor: “It (Physics) is hard to understand after learning in once time (1.33%), It (Physics) is difficult subject. We need to study more (1.33%).”
• Students’ attitude factor: “(I) like Physics (2.66%).”
• Time factor: “I can study (via webcast) fast (1.33%), (I) can study whenever (1.33%).”
• An early adopter, the teacher from Educational Service Areas 36th, has pointed advantages of webcast.
• Flipped learning would be more practically if OBEC support Educational Service Areas to encourage teachers to use webcast. More strategies to disseminate webcast should be focused.
“ ... Previously problem of most students in learning Physics is they cannot solve physical questions. Time’s up when teacher only taught concepts in class. So, students must finish questions (as homework) at home. When using webcast, (I) tell them to study in advance. Therefore, teacher and students can practice working on answering questions together in class.”
Discussion and Conclusion
Further Study
• The evaluation of webcast project and strategies to disseminate webcast in the best practices Educational Service Areas should be explored.
• The integrating knowledge management framework for further study of the flipped classroom from the early adopters will benefit policy implementation of moving to flipped learning.
Mayuret [email protected]
