Foreword
In a company law course, the face-to-face lecture was flipped with the purpose of improving the lecture experience of students and their preparedness to engage in deep-learning seminar activities after the lecture. The flipped lecture consisted of a bundle of three tasks: a set of three pre-recorded...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Bond University
2015-01-01
|
| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6306 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849686520383930368 |
|---|---|
| author | Gabrielle Appleby Alexander Reilly Sean Brennan |
| author_facet | Gabrielle Appleby Alexander Reilly Sean Brennan |
| author_sort | Gabrielle Appleby |
| collection | DOAJ |
| description | In a company law course, the face-to-face lecture was flipped with the purpose of improving the lecture experience of students and their preparedness to engage in deep-learning seminar activities after the lecture. The flipped lecture consisted of a bundle of three tasks: a set of three pre-recorded videos narrating the lecture slides, an online graded quiz, and an oral feedback session on the quiz’s solutions. The students completed the first two tasks outside class but the third task in class. Data from a student survey and course grades were used to evaluate the performance of the flipped lecture compared with the face-to-face lecture. Although the results showed that, on average, there was only a slight difference in students’ preference and preparedness in favour of the flipped lecture, this difference turned out to be larger in magnitude and statistically significant when the sample was split by student GPA scores. The flipped lecture yielded greater benefits to Low-GPA students, compared with High-GPA students, especially when Low-GPA students watched the pre-recorded videos at least twice. Findings suggest that the group of students who need greater support in learning are the more likely to enjoy and profit from the flipped lecture. |
| format | Article |
| id | doaj-art-c758dafb784f44e9af9d263d577ea8f8 |
| institution | DOAJ |
| issn | 1033-2839 1839-3713 |
| language | English |
| publishDate | 2015-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj-art-c758dafb784f44e9af9d263d577ea8f82025-08-20T03:22:39ZengBond UniversityLegal Education Review1033-28391839-37132015-01-0125210.53300/001c.6306ForewordGabrielle ApplebyAlexander ReillySean BrennanIn a company law course, the face-to-face lecture was flipped with the purpose of improving the lecture experience of students and their preparedness to engage in deep-learning seminar activities after the lecture. The flipped lecture consisted of a bundle of three tasks: a set of three pre-recorded videos narrating the lecture slides, an online graded quiz, and an oral feedback session on the quiz’s solutions. The students completed the first two tasks outside class but the third task in class. Data from a student survey and course grades were used to evaluate the performance of the flipped lecture compared with the face-to-face lecture. Although the results showed that, on average, there was only a slight difference in students’ preference and preparedness in favour of the flipped lecture, this difference turned out to be larger in magnitude and statistically significant when the sample was split by student GPA scores. The flipped lecture yielded greater benefits to Low-GPA students, compared with High-GPA students, especially when Low-GPA students watched the pre-recorded videos at least twice. Findings suggest that the group of students who need greater support in learning are the more likely to enjoy and profit from the flipped lecture.https://doi.org/10.53300/001c.6306 |
| spellingShingle | Gabrielle Appleby Alexander Reilly Sean Brennan Foreword Legal Education Review |
| title | Foreword |
| title_full | Foreword |
| title_fullStr | Foreword |
| title_full_unstemmed | Foreword |
| title_short | Foreword |
| title_sort | foreword |
| url | https://doi.org/10.53300/001c.6306 |
| work_keys_str_mv | AT gabrielleappleby foreword AT alexanderreilly foreword AT seanbrennan foreword |