Abstract:

In a flipped classroom, students typically watch instructional videos before class, but this process is usually passive and may limit the potential for deeper learning and interaction. Passive viewing restricts students' abilities to engage critically with content, share insights, and address questions collaboratively. To address these challenges, this study examined the impact of interactive video discussions using Perusall, an online platform designed for collaborative annotation and discussion on videos. Likert survey and open-ended responses from 134 students enrolled in a human anatomy or physiology course revealed that nearly three-quarters of participants had a positive perception of interacting with lecture videos on Perusall. Approximately 50% of students rated specific interactive tasks, such as answering questions, reading comments, posting responses, and upvoting, favourably. While nearly 25% of students felt the platform was time-consuming, an equal proportion appreciated the social interaction and structured format. Our findings demonstrate that interactive platforms like Perusall offer significant opportunities for social interaction and the co-construction of higher-level knowledge in flipped classroom environments. Students expressed high satisfaction levels when interacting with videos using Perusall and engaging with lecture content and peer insights before class. These perceptions align with Bloom’s taxonomy and social constructivist principles, emphasizing the value of active engagement in promoting deep learning and knowledge consolidation.

Keywords:

Video, flipped classroom, Perusall, interactive, higher education.