Using Student Generated Videos to Facilitate Discussion for Collaborative Flipped Classrooms

Abstract

The purpose of this study is to incorporate a collaborative flipped classroom technique using student-generated videos to increase classroom participation. Traditional flipped classroom methods depend on educators to spend resources to produce video content. However, there is uncertainty whether a scalable and sustainable method with student-generated content can be used. Student-generated videos may provide opportunities for increasing collaboration and online engagement. The lack of knowledge and evidence has motivated this pilot study for which students record short reflective videos prior or after class using a private social media application, Soqqle. This was performed across three classes of differing modules in Hong Kong and Thailand. Evaluation and analysis of the classes differ, between participation and learning improvements, although having a similar teaching method of using student-generated videos. Results were mixed. In some cases, the predictors of correlational analysis were contradicting. In one group, results show a 64.2% increase in participation compared to the COVID-19 period. In another group, a regression analysis was able to predict learning performance with 41.2% accuracy $(\mathrm{p}= <. 001)$, using the number of videos watched and average duration as predictors. A teaching and learning framework for using the collaborative flipped classroom model is proposed and can be adapted by future researchers. Suggestions to further enhance the model are discussed.