UTILIZING ZAPTION AS SCAFFOLDING FOR A FLIPPED CLASS OF INTEGRATED - - PowerPoint PPT Presentation

UTILIZING ZAPTION AS SCAFFOLDING FOR A FLIPPED CLASS OF INTEGRATED SKILLS

Le Thi Hong Phuc Banking Academy of Vietnam

CONTENTS

Introduction Literature Review Research Aims & Research Questions Research Methodology & Methods Results & Discussion Conclusion

1 3 6 4 5 2

Long history of adopting technological affordances in education (Tan & Tan, 2010) Recent decades: full integration of ICT into EFL & ESL contexts (Meyer, Wohlers & Marshall, 2014)

“Utilizing Zaption interactive videos as scaffolding for a flipped class of Listening & Speaking skills at the BAV”

• 1. Introduction

Interactive Videos: very beneficial for English language learning (Girgensohn et al., 2011; Ryan, 2016)

• The flipping class: more practice,

checking and correction in class

• Uncommon use of videos in teaching
• Mostly non-interactive videos used 

passive learning (Merkt et al., 2011)

• Mostly used in warm-up activities only.
• Large-size class, limited in-class

contact hours  big concern about how to maximize students’ learning and practice time. Teaching English at the BAV

• 2. Literature Review

 “the use of computer systems to allow proactive and random access to video content based on queries or search targets” (Zhang, Zhou, Briggs & Nunanmaker, 2006, p.34)  mentioned by many recent researchers in EFL & ESL (Bloom, 1956; Schwan & Reimpp, 2004; Edel-Maizia, Brautigam, Bittner & Blackstock, 2014; Ryan, 2016, Arntsen, 2016)  “one of the most popular ways for instructors to convey content to students.” (Ryan, 2016, p.25).  used in many educational fields (for medical students (Laidlaw, 2007), law students (Hibbs and Vaughan, 1994), fire officers (Powell et al., 2008)

• r bus drivers (Rushby, 1987).

Interactive videos

Benefits of Videos Benefits of Interactive videos

 Online video creation and Zaption

 a great number of online video creation and display tools such as EnglishCentral, TED-Ed (Ryan, 2016), eduCanon, EDpuzzle and Zaption (Wong et al., 2006; Edel-Malizia et al., 2014; Arntsen, 2016).  Zaption:“more robust” (Ryan, 2016, p.27) with a number of outstanding affordances (Edel-Maizia et al., 2014). became “the Oxford Dictionary’s Word of the Year for 2015” (http://blog.zaption.com).

 However, small number of research on Zaption. Only in Edel-Malizia et al., (2014): the use and benefits of Zaption as a learning method and as an assessment tool.

The flipped classroom

“employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classrooms.” (Bishop & Verleger, 2013, p.2).  “short video lectures are viewed by students at home before the class session.” (EDUCAUSE, 2012, p.57)

Flipped classroom (from Bishop & Verleger, 2013)

Educational objectives of in-class activities for flipped learning (Hwang et al., 2015) works well with technology time efficacy flexible and convenient learning active and independent learning

“more interaction, better attendance and higher pass rate:(Ryan, 2016)

higher level learning skills Benefits

• f the

flipped class

students’ resistance heavy reliance on student learning at home great time and effort in preparing lessons

Challenges

• f the

flipped class

• 3. Research aims & Research questions

Research Questions

• 1. In what ways does Zaption with interactive videos support

students’ learning in the flipped class of integrated skills?

• 2. What are the challenges of students in using Zaption with

interactive videos for their flipped learning?

Research Aims:

• investigate the effectiveness of using Zaption as a tool to

create online interactive videos used for the flipped class of English major freshmen at the BAV

• identify the challenges to students in using interactive videos

for their learning

• 4. Research Design & Methodology

Context

• self-organized non-

profit tutorial class (under the institution permission and the support of IT training center)

• at the Banking

Academy of Vietnam

Class descriptions

• 10 voluntary BAV

English-majored freshmen

• 6 weeks
• 6 lessons
• Integrated Speaking

and Listening skills

• Based on the
• fficial core syllabus

Methods

• The flipping class
• Using Zaption

(http://zaption.com ) to create interactive videos as learning materials for students’ self-study prior to class hours.

 Research Design

“Zaption – Don’t just watch! Let’s learn.”

Your video Choices of quizzes forms and interaction: text, image, drawing, open response, numerical response, MCQs, Check boxes, Drawn response, Discussion.

Google Analytics Dashboard – update students’ reaction and responses on the site Provide details on unique viewers, visiting time, question completion, lesson ratings and average skips and forward, etc. They can be tracked into Excel file  effective tool for classroom management and assessment as well

 Research Methodology & Methods

Participants

• 10 voluntary English major freshmen at the BAV enrolled in

my self-organized class

• Vietnamese native speakers, 18-19 years old
• Pre-Intermediate level in English proficiency

Methodo- logy

• case study
• interpretive paradigm

Methods

• Online survey (quantitative data)
• Semi-structured interview (qualitative data)
• Note: Surveys are designed on http://Zaption.com in the

form of an interactive video.

• 5. Results & Discussion

 cognitive ability

Self-perceived impacts of Zaption interactive videos on cognitive ability

Very negatively Negatively Neutral Positively Very Positively 40% 30% 20% 10%

Reasons:

• visual aids & models (7/10 students)

“Speaking models really help us to figure out easily not only what to speak but also how to speak. I learned a lot about how to use body languages, eye contact in speaking as well.”(Winter, int.)

• free use of control buttons like “pause”, “stop”, “rewind”, “skip” (8/10 students)

“I can pause or rewind videos whenever I miss a point or need to be explained again.” (Summer, int)

• convenient time and place for learning (3/10 students)  matter of learning styles.

“with learning online, you can learn whenever and wherever you like. (Summer, int.)

5.1. Zaption with interactive videos support students’ learning in the flipped class of integrated skills

 Memorization ability

Self-perceived impact of Zaption interactive videos on memorization ability

Very negatively Negatively Neutral Positive Very positive

40% 30% 30%

Reasons:

• The exposure to visual aids and models (6/10 students)
• The ability of replaying videos (4/10 students)
• The provision of interactive quizzes and questions (5/10 students)
• The requirement of full attention (3/10 students)
• Free choice of time for learning (4/10 students)
• Free choice of place for learning (5/10 students)

“Learning alone in my own space better my focus, and therefore, make me remember key points more easily”. (Spring, int.)

 Active learning

Self-perceived impact of Zaption interactive videos on active learning

Very negatively Negatively Neutral Positively Very positively

40% 20% 30%

10%

Reasons:

• The involvement of using technology (5/10 students)
• Free of choices of learning devices: mobile phones, Ipads, etc. (6/10 students)
• The importance of interactive quizzes and questions (4/10 students)
• The affordance of students’ comments and discussions. (2/10 students)

“Learning with Zaption video is very interactive because besides responding to quizzes, we can also actively participate in discussions or putting comments for more understanding of the lessons.” (Spring, int.)

 Motivation

Self-perceived impact of Zaption interactive videos on learning motivation

Very negatively Negatively Neutral Positively Very positively

20% 10%

• The provision of check-up quizzes

“After each key point, quizzes pop up to check my understanding. And it was so great that I could answer most of them very quickly. It showed where I got to in that short journey. And it was fun, too.” (Summer, int.)

• The comfort of working at one’s own pace.

“Sometimes I cannot keep pace with other friends in other classes of mind. It usually takes me a little longer to get the points. I often feel embarrassed and sad then. But, with Zaption interactive videos, I could rewatch them and learn at my own pace and at my own ease. It betters my taste to learning.” (Autumn, int.)

40% 30%

Independent learning

Self-perceived impact of Zaption interactive videos on indepent learning

Very negatively Negatively Neutral Positively Very positively

90%

10%

• The requirement of responses to quizzes and questions (6/10 students)
• The affordances of searching for information during watching session (5/10 students)
• The requirement of self-learning at home for in-class session (3/10 students)

“Sometimes difficult theory with check-up quizzes challenged me, and I needed to learn by myself very hard because the teacher was not there. Then I had to refer to other sources. This did enhance my self-learning skills.” (Winter, int.) “We came to class mainly for practice, teacher was not going to focus on theory anymore. Then, if I had not learned by myself, I would have failed to follow the class. Now, I knew self-learning is not too difficult.” (Spring, int.)

 Time efficacy

Time efficacy is a remaining problem: More time for practice but not much in the increase level.  Students’ responses to a completely new learning method

More time for practice?

Yes! confirmed

by all of the participants

Need of theory review in class?

Yes! 8 participants No! 2 students

Reasons: 1 didn’t understand, 2quite understood, still needed for sure 5 completely understood but not ready for practice Reasons: 1 completely understood, 1 preferred deeper learning via making mistakes

5.2. Challenges to the students in using Zaption interactive videos

Video contents

• Uncommon

problem (2 stds)

• Simple

theory for Listening and Speaking

• Supporting

text, visual aids and models

Video quality

• N/A
• Abundant

sources of videos for teaching

• Teacher’s

careful selection

Computer literacy

• N/A

+ not many manipulation s required + Voluntary students well- prepared for the new learning method.

Technical issues

• Internet

connection speed (6 stds)

• Unavoidable

challenges (Internet connection sharing)

Instant help in need

Common need (4 stds)

• Difficult

content (2 std.) >< Instant support in need (4 std)

• understood

the content + Still need much time for in-class theory review  New teaching method

New learning method

Common to 80% of the students

• Unavoidable

(the flipping class applied for the 1st time)

• 6. Conclusion

 Zaption interactive videos support learning in the flipped class

Enhanced learning autonomy (100%) Increased cognitive ability (70%) Increased memorizati

• n ability

(70%) Enhanced active learning (60%) Increased learning motivation (50%) Time efficacy was not achieved as expected in this project Since a lot of in-class time was still spent on reviewing the theory

 Challenges to students in using Zaption interactive videos in the flipped class

Internet connection speed Need of instant help from teacher & friends New teaching & learning method

 Finding summary

 Pedagogical Implications

 Zaption interactive videos provide outstanding affordances, besides all the benefits of traditional videos, to make learning more engaging, active and independent.  Zaption Interactive videos lend much support to scaffold the flipped learning.  Time efficacy can be a challenging target in the beginning phase of applying interactive videos to construct the flipped learning. Students need time to get used to the new learning method and be confident about their self-learning at home.  Support from teachers or classmates before class hours should be available for more interactive and mutual learning. Online comments and discussion on Zaption website should be more encouraged for students to get instant support from teachers and friends easily.  Internet availability and Internet connection speed have been interminable problems in applying technology in teaching and learning in developing countries.

 Directions for further research

 Research conducted in larger scales  Research on other interactive video creation tools such as EnglishCentral, TED-Ed, eduCanon, Edpuzzle, etc.  Research on Zaption, eduCanon, Edpuzzle as an effective tool for assessment (with Google Analytics recording every single details of students’ reaction and responses in learning for an insightful investigation.) Research on the flipped learning

References

Arntsen, T. (2016). Create engaging video lessons with Zaption. Tesol blog. Retrieved on 15th March, 2016 from http://blog.tesol.org Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, Atlanta, 30 (9). Bloom, B. (1956). Cognitive Domain. Taxonomy of Edcuactional Objectives. Sage. Cherrett, T., Wills, G., Price, J., Maynard, S., & Dror, I. E. (2009). Making training more cognitively effective: Making videos

• interactive. British Journal of Educational Technology, 40(6), 1124-1134.

Edel-Maizia, Brautigam, B., Bittner, K., & Blackstock, D. (2014). Investigating interactive video assessment tools for the flipped classroom. Girgensohn, A., Shipman, F., & Wilcox, L. (2011). Adaptive clustering and interactive visualizations to support the selection of video

• clips. Proceedings of the 1st ACM International Conference on Multimedia Retrieval (p. 34). ACM.

Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.Laidlaw, 2007 Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21(6), 687-704. Meyer, S., Wohlers, S., & Marshall, B. (2014). Blended learning: student experiences. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 89-98) Powell, J., Wright, T., Newland, P., Creed, C., & Logan, B. (2008). Fire play: ICCARUS—Intelligent command and control, acquisition and review using simulation. British Journal of Educational Technology, 39(2), 369-389. Rushby, N. (1987). From trigger video to videodisc: a case study in interpersonal skills. Interactive media: working methods and practical applications (116-131). Halsted Press. Ryan, K. (2016). Flipping Video--Towards Autonomy in Language Learning through Classroom and Online Activities. 學苑, 906, 13- 29.Schwan & Reimpp, 2004 Tan, Y. H., & Tan, S. C. (2010). A metacognitive approach to enhancing Chinese language speaking skills with audioblogs. Australasian Journal of Educational Technology, 26(7), 1075-1089. Tucker, B. (2012). The Flipped Classroom: Online Instruction at Home Frees Class Time for Learning. Education next, 12(1), 82-83. Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video

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Questions & Answers

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