Download full text
Download full text
ERIC Number: EJ1067885
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 19
Developing, Using, and Interacting in the Flipped Learning Movement: Gaps among Subject Areas
Chen, Hsin-liang; Summers, Kevin L.
International Review of Research in Open and Distributed Learning, v16 n3 p41-64 Jun 2015
The purpose of this paper is to investigate the current video collection of an open-access video website (TED-Ed). The research questions focus on its content as evidence of development, its viewership as evidence of use, and flipping as evidence of interaction in informal learning. In late September 2013, 686 video lessons were posted on the TED-Ed website that spanned 12 academic subject categories and 60 academic subject subcategories, as labeled and sorted on the TED-Ed website itself. The findings of the analysis of the TED-Ed video collection indicate several gaps in the humanities, social science, and natural science academic areas in terms of the number of video lessons and viewership. Despite the gaps in the numbers of video lessons and the viewership across those three academic areas, the areas have very similar averages of daily flipped lessons. The future research agenda should focus on the motivation of viewers to create flipped lessons as evidence of learning in an open learning environment.
Descriptors: Blended Learning, Educational Technology, Homework, Technology Uses in Education, Teaching Methods, Video Technology, Web Sites, Electronic Learning, Informal Education, Online Courses, Humanities, Social Sciences, Natural Sciences
Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: firstname.lastname@example.org; Web site: http://www.irrodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A