Research on Visual and Media Literacy

Article One
Student-Produced Videos for the Flipped Classroom
Summary of the literature
While researching using videos in the classroom, I found a case study on using videos in flipped
classrooms. The study started by giving background information about the flipped model of
instruction and its operation. A survey was conducted on the use and value of this method of
teaching. The article, suggests that one reason that teachers use flipped classrooms is because it
allows the coverage of content material and supports an active learning environment. It was also
mentioned that using this model is time consuming so only a small percent of educators produce
their own videos. It is asserted that most search and find clips on the internet to use with their
classes. This is considered as the same type of learning that teachers are trying to get away from,
lectures. The literature states that lectures are not engaging and that information must be
embedded in a story to promote and activate scaffolding of knowledge.
Next, the article is dedicated to demonstrating the value of student produced videos. The article
states that students should produce videos for their flipped classrooms for a few reasons. This
will allow students to research topics and share what they have learned in a documentary form.
Secondly, students are creating videos in the manner of how they learn which will be engaging to
their peers. Current students will gain content knowledge through productions of their videos as
well as take ownership in their creation. Also, it will foster the development of higher order
thinking skills, collaboration, planning, research, and other 21st century skill sets. Finally,
creating these videos will provide a performance task that professors can grade and use as
resources going forward. The last sections of the study discuss the types of videos for flipped
classrooms, the purpose of those videos, planning, provide feedback, and evaluation of lipped
videos.
Analysis of the method
This study uses a quantitative research approach to gather the viewpoint of educators. In
particularly, a survey was used to collect the data used in the case study. The context of the study
was educators views of using videos in flipped classrooms. There were 2,358 educators that
participated in this study. The educators roles are not specifically mentioned other than
professors.
Summary of the results
The result of the case study showed that a little less than 50% of educators had a flipped lesson
in 2012. The number went up to about 80% with that same group two years later. This
demonstrated how educators are gravitating to the flipped model. Also, that 20% were during the
2014 survey using the method on a regular basis. Since these educators are valuing the flipped
classroom model it is stated that they should fully maximize the learning and student engagement
opportunity
Your critique and reflection
I view this study as an opportunity that can be used to benefit student achievement. For an
example, on the middle school level use students that have mastered standards early in unit
produce video. As a tool for enrichment I can allow students to collaborate, research, and
produce an artifact that can be used in the classroom. I see students disengage when I present
content videos, especially when they are lecture based.
Reference
Prud'homme-Gnreux, A. (2016). Student-Produced Videos for the Flipped Classroom. Journal
Of College Science Teaching, 45(3), 58-62.

Research on Visual and Media Literacy

Article Two
How to Flip the Classroom Productive Failure or Traditional Flipped Classroom Pedagogical
Design?
Summary of the literature
This article is about a study that focuses flipped classrooms. It is stated that the flipped
classroom model is becoming more popular in education. Findings in previous studies show that
the results of flipped learning models have mixed results. On one hand, flipped learning
promotes collaboration, engagement, self-motivation, and self-pacing for students. Also, that it
provides educators with the opportunity to differentiate. On the other hand, studies show that
flipped classrooms show no significant improvement in student learning. The model does allow
for more in-class practice but no improvement with gains in student knowledge. Participants
identified the need for stringer evidence for flipped classroom evaluation. They also suggest the
model only as reversing the order of the traditional classroom and leaves little room for
exploration and engagement.
This article focuses on a study that compares traditional flipped classrooms and productive
failure-based flipped classrooms. In traditional flipped classroom models students are assigned
videos to view at home and then students are required to complete activities at school. Productive
failure based flipped classrooms allow students to watch the video in class and the activities are
to be completed at home.
Analysis of the method
Seventh grade students age 11 to 12 from two different classes were the participants in this study.
Each class consisted of approximately 25 students. One class used the traditional flipped
classroom model and the other used the productive failure-based flipped classroom model. Both
classes had male teachers with 10 years experience with mixed ability students in the classroom.
Mixed methods were used in the data analysis including quantitative and qualitative method.
Information was gathered from students through surveys, focus groups, and by assessments.
Summary of the results
Results showed that the different classes had differing data about the number of times student
watched the videos that were used during the study. Also, students used different devices to
access the videos. This led to another possible study question, whether it is better to watch the
videos before or after classroom instruction.
Reflection
This study shows that both manners of flipped classroom models can be useful. I have only used
the traditional method but I can truly see value in the productive failure model. Some students
may benefit from both. This could be another tool to use for differentiation with students aid
achievement.
Reference
Yanjie Song1, y., & Manu Kapur2, m. (2017). How to Flip the Classroom - "Productive Failure
or Traditional Flipped Classroom" Pedagogical Design?. Journal Of Educational Technology &
Society, 20(1), 292-305.

Research on Visual and Media Literacy

Article Three
Flipping the Undergraduate Economics Classroom: Using Online Videos to Enhance Teaching
and Learning
Summary of the literature
This is a study that evaluates whether using the flipped classroom method will promote student
learning in the undergraduate setting. The method uses videos to deliver content material which
allows for more in class practice of content material and the opportunity for student engagement.
First, the article discusses the benefits that have been associated with the flipped model. There is
background information on flipped classrooms that states that it improves student understanding.
It asserts that students will be able to control their pace of learning. It is also mentioned that this
model may help with the graduation rate since some educators believe that the traditional method
not engage students. The article alludes to studies that show that active engagement can increase
student achievement. It goes on to stress the benefits that can be attained by using the flipped
classroom model. Then the article, explains the study and that Khan Academy is used as the
video source. It is a quasi-experimental design to evaluate three different uses of the flipped
classrooms.
Analysis of the method
The study compares the academic performance of three groups of students. Participants were
students enrolled in one of six sections of undergraduate economic classes at Salisbury
University. They were not made aware of the different teaching method. The sections meet at the
same time, the materials are the same, and the instruction is the same for the two class per
semester. This pattern was repeated using three types of classroom the traditional, complemented
(partially flipped), and the flipped classroom. The was a mixed method approach used in this
study. There is Quantitative and qualitative data collection in this study.
Summary of the results
Results were looked at using a pre-established framework. The framework has three categories
of inputs. They are human capital (scores and grades), utilization rates (behavior and effort), and
technology (including teaching methods, and teacher effectiveness). This study shows that
flipped classrooms help student achievement.
Reflection
This article just shows the value of using technology to promote learning. It gives supportive
information on the benefits of using the flipped classroom model. Whether the instructor uses the
traditional flipped classroom or a blended model both add to achievement.
Reference
Caviglia-Harris, J. (2016). Flipping the Undergraduate Economics Classroom: Using Online
Videos to Enhance Teaching and Learning. Southern Economic Journal, 83(1), 321.
doi:10.1002/soej.12128
Overall Reflection
As an artist I have always understood the importance of visuals in all aspects of society.
However, it was not until I researched visual media and technology during this program I never
fully thought about the impact on learning. Research show that videos can increase student
engagement and positive effects on student learning. This assignment has encouraged me to
consider how exactly, I will create the opportunity for my students to create their own video
artifacts using content. There are so many possibilities and benefit of using visual in the
classroom.