Action Research: Learning From Others

For my campus innovation project, I am looking to implement flipped classrooms with project-based learning. Since the flipped classroom involves delivery of the lecture component outside of the classroom via computer-based videos/learning materials, student engagement with the at-home component will be extremely important to the success of the implementation. This is what has formed the basis for my research question. My research question aims to find out: What impact do computer-based home lectures have on student engagement and acquisition of knowledge-level content? I am focused on knowledge-level content acquisition because students will need to have a strong understanding of basic concepts before coming to class to apply and practice the higher level thinking skills via the project-based component.

To obtain the most useful results from my action research study, I will employ some of the methods researchers have commonly found to be effective for enhancing student engagement and learning during online lecture activities. Below you will find a few of the sources that will help guide my action research activity.

Annotated Bibliography

Berardi, V, & Blundell, G. (2014). A learning theory

conceptual foundation for using capture technology in teaching.

Retrieved from https://files.eric.ed.gov/fulltext/EJ1140778.pdf

This article provides information on the usage of lecture capture

technology in higher education. This is a good resource to use to

gain ideas for ways to apply lecture capture technology during the

action research study.

Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R.,

Toma, S. P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G., &

Crosbie, R. H. (2019). Student satisfaction and learning outcomes in

asynchronous online lecture videos. CBE life sciences

education, 18(4), ar55. https://doi.org/10.1187/cbe.18-08-0171

In this study, researchers investigate various online lecture video

styles to determine their effectiveness on student engagement and

learning outcomes. This resource is extremely helpful for

determining what should and should not be included in teacher-

created, home lecture videos for flipped learning.

Friedman, L. & Friedman, H. (2014). Using Social Media Technologies

to Enhance Online Learning. Journal of Educators Online.

Retrieved from https://files.eric.ed.gov/fulltext/EJ1004891.pdf

This article discusses the effects social media can have on the

development of crucial skills necessary for the 21st century. This is

a good article for discovering how to use social media platforms as

a part of lecture in order to increase student engagement and

learning online.

Merlin-Knoblich, C., Harris, P. & Mason, E. (2019). Examining student

classroom engagement in flipped and non-flipped

counselor education courses. The Professional Counselor, 9(2):

109–125.

In this case study, researchers examine and compare student

classroom engagement in both flipped and non-flipped learning

environments. This resource provides a great model for how to

effectively conduct action research on student engagement using a

causal comparative method.

Osman, S., Jamaludin, R., & Fathil, N. (2014). An analysis of using

online video lecture on learning outcome: The mediating role of

student interaction and student engagement. Journal of Education

and eLearning Research, 3(2): 57-64.

This case study analyzes the effects of using online video lecture

on student interaction, student engagement and learning outcomes

in a flipped classroom environment. This is an excellent resource

to use as an example of how to go about conducting an action

research study specifically for online lecture and student

engagement.