Shikoku University (JAPAN)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 2108-2112
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.0612
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
The COVID-19 epidemic has changed teaching styles that had been based on face-to-face classes. In particular, universities and other institutions of higher learning have begun to use teleconferencing tools such as Zoom to deliver remote lectures because it has become difficult to conduct face-to-face classes in large classrooms. These functions can be used to save the lecture as a video file in the MPEG-4 format. It has become easy to conduct real-time remote lectures using teleconferencing tools while simultaneously creating video course materials for on-demand use.Real-time distance learning is the same as face-to-face learning. In other words, the teacher conveys knowledge and presents tasks and discussions, which the learners develop. From this perspective, the difference between face-to-face classes and distance classes is whether students are physically present in the same place. There is no difference in knowledge transmission and discussions.

On the other hand, in a flipped classroom, knowledge transfer is conducted before face-to-face class time. The knowledge transfer to the learners is done by having the learners watch the lecture video in advance. In face-to-face classes, learners engage in question-and-answer sessions and discussions on the topics they have learned in advance. Therefore, the use of archives of real-time remote lectures as pre-study materials for flipped classroom teaching includes elements other than knowledge transfer, which may interfere with smooth knowledge transfer. It is possible to extract the main points necessary for knowledge transfer from the archives of distance learning classes and create advanced learning materials for reversal classes. However, from the point of view mentioned above, it is necessary to consider methods to enhance learners' engagement with pre-study materials.

Video distribution platforms such as YouTube have the ability to analyze viewing trends. YouTube Analytics provides basic statistics, such as the number of views and the ability to measure the viewer's engagement with the video content. This includes the total playtime and the average watch time. For example, based on the average viewing time of the content, teachers can understand which parts of the lecture video learners are interested in. Teachers can gather information that is useful for improving video materials by understanding which parts of the video attracted the interest of more learners. The teacher can annotate the pre-learning materials to improve the learner engagement based on the results of the analysis using the video distribution platform. We believe that annotations can indicate to learners which parts of the course they should study more intensively.

In this paper, we describe how to improve lecture video materials of prior learning materials for flipped learning. In particular, we consider the derivation of a policy for annotating video materials based on the results of the analysis using a video distribution platform. We will clarify how annotated prior learning materials improve learners’ engagement in the flipped classroom. An evaluation experiment was conducted to verify the effectiveness of the proposed method. The results of the evaluation experiments and their discussion are presented.
Flipped Classroom, Blended Learning, Course Material Analysis, Student Satisfaction.