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Moving to Flipped Learning: Perception and perspective from teacher and students toward Webcast in Basic Education. Mayuret Yaibuates Praweenya Suwannatthachote. Objectives. To investigate teacher and students’ perception and perspective toward webcast. Borderless Network System Project.
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Moving to Flipped Learning: Perception and perspective from teacher and students toward Webcast in Basic Education MayuretYaibuates PraweenyaSuwannatthachote
Objectives To investigate teacher and students’ perception and perspective toward webcast
Borderless Network System Project • record lecture • Solve the lack of teacher’s problem • create teaching aids share knowledge exchange teaching and learning within network schools
Flipped learning how to best use time in class (LaFEE, 2013; Sams & Bergmann, 2013)
Webcast video and sound for presentation on the Internet
AcuSTUDIO 6.0 • Program for producing webcast or screen capture that was supported for network schools • Supporting • Incorporating social networking
Innovation Configuration The acceptance of changing process naturally and implement the innovation concretely. IC leads to difference outcome . (Hall & Hord, 2001) Trainers need to plan and facilitate training programs by concerning about different levels in using webcast of individual teachers in order to encourage them for applying webcast in their teaching lesson. Perception and perspectivetoward innovation= innovation configuration
Subjects 41 sts, Grade 10 75 sts 34 sts , Grade 11 • 2nd semester, academic year 2013 • at Samakkhiwitthayakhom School Chiang Rai, Educational Service Areas 36th initiative teaches creating webcast lessons which had popularly viewed by students. (over 800 views) a male, thirty-one years old has taught Physics for six years • Semi-structured interview questionnaire for interviewing the teacher Open-ended Students’ questionnaire about the use of webcast in Borderless Network System Project in Physics
Findings 1) Benefits of using webcast “… Teachers can prepare themselves (before uploading in webcast). I watch the video clip and keep asking myself what I should add to fulfill my teaching. Sometimes, I forget to teach some topics or speak too fast.While using webcast, I can rerecord my lesson, insert some slides or add demonstrate lab video clips by searching from YouTube. It completes my teaching.”
Findings 1) Benefits of using webcast
Findings 2) Limitations of using webcast
Findings 3) Students’ role and Teacher’s role
Students satisfaction toward webcast All subjects (100%) like using webcast in Physics. The sample of students’ respond is as follows. • Repetition factor: “When (I) don’t understand, I can watch (webcast) again (30.66%), (I) can study many times as I want (14.66%), , (I) understand better (6.66%), (I) review before taking the test (4%).” • Instructor factor: “Teacher explains clearer (5.33%), (I) enjoy learning with this teacher (1.33%).” • Self-learning factor: “(I) can try to understand by myself conveniently (4%), (I) can study in advance (2.66%), (I) can try to understand by myself first and study in details in class. So, I can check concepts over again (2.66%), (I) have experience on solving physics problems (2.66%) • Natural of Physics factor: “It (Physics) is hard to understand after learning in once time (1.33%), It (Physics) is difficult subject. We need to study more (1.33%).” • Students’ attitude factor: “(I) like Physics (2.66%).” • Time factor: “I can study (via webcast) fast (1.33%), (I) can study whenever (1.33%).”
Discussion and Conclusion “ ... Previously problem of most students in learning Physics is they cannot solve physical questions. Time’s up when teacher only taught concepts in class. So, students must finish questions (as homework) at home. When using webcast, (I) tell them to study in advance. Therefore, teacher and students can practice working on answering questions together in class.” • An early adopter, the teacher from Educational Service Areas 36th, has pointed advantages of webcast. • Flipped learning would be more practically if OBEC support Educational Service Areas to encourage teachers to use webcast. More strategies to disseminate webcast should be focused.
Further Study • The evaluation of webcast project and strategies to disseminate webcast in the best practices Educational Service Areas should be explored. • The integrating knowledge management framework for further study of the flipped classroom from the early adopters will benefit policy implementation of moving to flipped learning.
