Developing, using, and interacting in the flipped learning movement: Gaps among subject areas

The purpose of this paper is to investigate the current video collection of an open-access video website (TED-Ed). The research questions focus on its content as evidence of development, its viewership as evidence of use, and flipping as evidence of interaction in informal learning. In late Septe...

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Autores principales:	Hsin-liang Chen, Kevin L. Summers
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	flipped learning TED-Ed informal learning e-learning flipped classroom Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/63b34dcf1d1e4cdda8081740108e73b1
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id	oai:doaj.org-article:63b34dcf1d1e4cdda8081740108e73b1
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spelling	oai:doaj.org-article:63b34dcf1d1e4cdda8081740108e73b12021-12-02T16:59:54ZDeveloping, using, and interacting in the flipped learning movement: Gaps among subject areas10.19173/irrodl.v16i3.19751492-3831https://doaj.org/article/63b34dcf1d1e4cdda8081740108e73b12015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1975https://doaj.org/toc/1492-3831 The purpose of this paper is to investigate the current video collection of an open-access video website (TED-Ed). The research questions focus on its content as evidence of development, its viewership as evidence of use, and flipping as evidence of interaction in informal learning. In late September 2013, 686 video lessons were posted on the TED-Ed website that spanned 12 academic subject categories and 60 academic subject subcategories, as labeled and sorted on the TED-Ed website itself. The findings of the analysis of the TED-Ed video collection indicate several gaps in the humanities, social science, and natural science academic areas in terms of the number of video lessons and viewership. Despite the gaps in the numbers of video lessons and the viewership across those three academic areas, the areas have very similar averages of daily flipped lessons. The future research agenda should focus on the motivation of viewers to create flipped lessons as evidence of learning in an open learning environment. Hsin-liang ChenKevin L. SummersAthabasca University Pressarticleflipped learningTED-Edinformal learninge-learningflipped classroomSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	flipped learning TED-Ed informal learning e-learning flipped classroom Special aspects of education LC8-6691
spellingShingle	flipped learning TED-Ed informal learning e-learning flipped classroom Special aspects of education LC8-6691 Hsin-liang Chen Kevin L. Summers Developing, using, and interacting in the flipped learning movement: Gaps among subject areas
description	The purpose of this paper is to investigate the current video collection of an open-access video website (TED-Ed). The research questions focus on its content as evidence of development, its viewership as evidence of use, and flipping as evidence of interaction in informal learning. In late September 2013, 686 video lessons were posted on the TED-Ed website that spanned 12 academic subject categories and 60 academic subject subcategories, as labeled and sorted on the TED-Ed website itself. The findings of the analysis of the TED-Ed video collection indicate several gaps in the humanities, social science, and natural science academic areas in terms of the number of video lessons and viewership. Despite the gaps in the numbers of video lessons and the viewership across those three academic areas, the areas have very similar averages of daily flipped lessons. The future research agenda should focus on the motivation of viewers to create flipped lessons as evidence of learning in an open learning environment.
format	article
author	Hsin-liang Chen Kevin L. Summers
author_facet	Hsin-liang Chen Kevin L. Summers
author_sort	Hsin-liang Chen
title	Developing, using, and interacting in the flipped learning movement: Gaps among subject areas
title_short	Developing, using, and interacting in the flipped learning movement: Gaps among subject areas
title_full	Developing, using, and interacting in the flipped learning movement: Gaps among subject areas
title_fullStr	Developing, using, and interacting in the flipped learning movement: Gaps among subject areas
title_full_unstemmed	Developing, using, and interacting in the flipped learning movement: Gaps among subject areas
title_sort	developing, using, and interacting in the flipped learning movement: gaps among subject areas
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/63b34dcf1d1e4cdda8081740108e73b1
work_keys_str_mv	AT hsinliangchen developingusingandinteractingintheflippedlearningmovementgapsamongsubjectareas AT kevinlsummers developingusingandinteractingintheflippedlearningmovementgapsamongsubjectareas
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Developing, using, and interacting in the flipped learning movement: Gaps among subject areas

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