Enhancing Learning Engagement in the Flipped Classroom using a Video-Annotation Tool

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DOI:

https://doi.org/10.34190/ejel.22.9.3259

Keywords:

Flipped classroom, Learning engagement, Student engagement, Video annotation tool, Video-based learning

Abstract

In the realm of academia, there has been a burgeoning interest in examining student engagement within the context of the flipped classroom approach, particularly at the higher education level. Nevertheless, research pertaining to a pivotal facet of this pedagogical methodology—namely, student engagement during the individualized, at-home preparatory phase—remains limited. Within this void, the primary objective of this study is to delve into the prospective benefits offered by a video annotation tool in augmenting students’ level of engagement during this autonomous study phase. Throughout the course of this investigation, a bespoke questionnaire was crafted, grounded in a multifaceted framework for evaluating student engagement, with a specific emphasis on dissecting four distinct dimensions: behavioral, emotional, agentive, and cognitive. This questionnaire is geared towards gauging student engagement within the domain of the Flipped Classroom model that relies on video-based instructional content—a facet heretofore poorly explored within the scholarly literature. Both quantitative and qualitative data were collected by administering the aforementioned questionnaire to a cohort of 68 undergraduate engineering students at Politecnico di Milano (Italy), all within the authentic context of a case study. The outcomes stemming from this empirical inquiry showcase a noteworthy enhancement in student engagement, with particular prominence accorded to the realms of emotional and agentive engagement. Moreover, this study establishes that the interactivity and proactive involvement necessitated by the video annotation tool do not obstruct students’ behavioral and cognitive engagement levels. In summation, this research endeavors to illuminate the potentiality of bridging a pivotal juncture in the Flipped Classroom paradigm, specifically the phase characterized by independent at-home study. This bridge is facilitated by the utilization of a video annotation tool designed to heighten student engagement. This transformative approach effectively transmutes the traditionally passive at-home study phase of the Flipped Classroom into an active experience, thereby enhancing the overall efficacy of this pedagogical approach.

Author Biographies

Nicoletta Di Blas, Departments of Electronics, Information and Bioengineering, Politecnico di Milano, Italy

Nicoletta Di Blas holds a PhD in general linguistics from the Catholic University of the Sacred Heart in Milan. She is a associate professor in Special Pedagogy at Politecnico di Milano. Nicoletta is the head of HOC-LAB (Hypermedia Open Center), a multimedia communication and innovative education laboratory. She directs two master's programs on technology in education and the digital transformation of the school system. Nicoletta has had extensive involvement in over 20 research projects on educational technology and has authored or co-authored over 150 publications. Her research focuses on designing, implementing, and evaluating technology-based educational experiences, exploring their impact on teaching and learning processes. She has been a member of the Society for Information Technology and Teacher Education (USA) since 2014 and a member of SIREM, the Italian Society for Research on Media Education, since 2017.

Alessia Mataresi, Departments of Electronics, Information and Bioengineering, Politecnico di Milano, Italy

Alessia Mataresi is an educator and researcher specialized in pedagogy and educational technologies. She earned her master's degree in Pedagogy from Alma Mater Studiorum - University of Bologna, where her thesis focused on the development of critical thinking in childhood. She continued her studies at the University of Padua, obtaining the title of Teacher in "Philosophy for Children". Currently, she works as a researcher at the Department of Electronics, Information, and Bioengineering (DEIB) at the Politecnico di Milano. In this role, she contributes to innovative teaching methods and the design and evaluation of educational technologies to support learning.

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Published

29 Oct 2024

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