ArticleFrontiers in public health2022
A Survey of College Students on the Preference for Online Teaching Videos of Variable Durations in Online Flipped Classroom.
Article in Frontiers in public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains.Frontiers in public health · 2022Pooled it
- A novel teaching model using a massive online open course for soft skills development in the veterinary medicine curriculum.Frontiers in veterinary science · 2025Article
- Flipping Veterinary Biochemistry, Anatomy, and Physiology: Students' Engagement and Perception.Veterinary sciences · 2024Article
- Inverted Classroom Teaching of Physiology in Basic Medical Education: Bibliometric Visual Analysis.JMIR medical education · 2024Article
- Evaluation of the effectiveness of using flipped classroom in puncture skills teaching.BMC medical education · 2024Article
- The status of e-learning, personality traits, and coping styles among medical students during the COVID-19 pandemic: a cross-sectional study.Frontiers in psychiatry · 2023Article
Corrections and comments
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Authors and funding
4 authors.
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Abstract
In the spring semester of 2020, online flipped classroom was used to replace offline face-to-face teaching of the physiology course at Xiangya School of Medicine. In order to analyze the preferences and utilization of different teaching resources by students, registered questionnaire was applied to investigate the preference divergence of the students on the duration of different teaching videos used in the online flipped classroom model. One hundred forty-seven students of clinical medicine in grade 2018 of Xiangya School of Medicine were selected as the research objects. Three formal surveys were conducted in total. The results showed that there were significant divergences in preference of students for different durations in the first two surveys. 56.43 and 50.00% of the students preferred 15 min mini-video, whereas 43.57 and 50.00% preferred 45 min complete video. Meanwhile, students showed a significant preference for mini-video in active learning before class, with 65.00 and 59.29% watched only mini-video, 17.14 and 25.71% watched only complete videos, and 17.86 and 15.00% watched both mini and complete videos. Although most students preferred to watch mini-video in active learning before class, there was a significant proportion of students who watched complete video before class. The results suggested that the individualization of student in the online flipped classroom is prominent. Multiple logistic regression analysis showed that the selection of videos with different durations at different time points (before, in and after class) was significantly associated with the characteristics of the videos themselves. Therefore, the construction of online teaching resources and the application of teaching methods should consider the requirements of different student groups and provide a variety of online curriculum resources.
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Registered trials
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