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|Title:||Post-Flipped Classrooms: Designing a Video-Based Visualization Learning Approach for Supporting Emergency Remote Teaching|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Wang, P., Chen, G., Tong, Y., & Yang, C. (2022). Post-flipped classrooms: Designing a video-based visualization learning approach for supporting emergency remote teaching. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 282-289). International Society of the Learning Sciences.|
|Abstract:||During Emergency Remote Teaching (ERT), video conferencing lessons were sometimes recorded for students’ reference, however, there is little knowledge on how these recordings can be reused as learning resources. This study aims to design a video-based visualization approach recycling the recorded lesson videos captured during ERT to remediate students’ learning loss, with a proposed post-flipped classroom pedagogy. Two classes (nstudents = 54) with two teachers from different disciplines (General Studies and Math) in a Hong Kong primary school participated in this quasi-experimental study lasting three months. After the intervention, students’ subject knowledge of Math improved significantly relative to the comparison group, while the General Studies class did not show a significant change. The two teachers and eight students were interviewed for their patterns of using the platform integrating video selection, visualization, discussion forum and quizzes. This study provides implications on the effective use of lesson recordings as learning resources.|
|Appears in Collections:||ISLS Annual Meeting 2022|
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