video lecture with or without task : a study on ...€¦ · integrating the verbal representation...

e-Proceeding of the 5th Global Summit on Education 2017

e-Proceeding of the 5th Global Summit on Education GSE 2017 (e-ISBN : 978-967-0792-15-6). 27th & 28th March 2017, Berjaya Times Square, Kuala Lumpur, Malaysia. Organized by http://worldconferences.net/home 128

VIDEO LECTURE WITH OR WITHOUT TASK : A STUDY ON FUNDAMENTAL OF ACCOUNTING COURSE INSTRUCTIONAL DEVELOPMENT SYSTEM ON FLIPPED

CLASSROOM

Dr Siti Zuraidah Md Osman Commerce Department

Polytechnic Tuanku Sultanah Bahiyah [email protected]

Assoc. Prof. Dr Rozinah Jamaludin

Centre for Instructional Technology and Multimedia University Science Malaysia

[email protected]

ABSTRACT Abstract - Flipped classroom pedagogy methods have been widely adopted in Malaysia education system. The traditional classroom has been shifted with this method to engage and students interaction throughout the learning process. Using multimedia instructions, lecturers are moved out of the “chalk and talk” and delivered lecture outside classroom as a means to free up class time for interaction and engagement. In order to implement a flipped classroom in fundamental of accounting class effectively, lecturer must possess an instructional design and development of video lecture. Through this study, a video lecture with or without task design was developed to provide this information to prospective accounting lecturers interested in implementing a flipped classroom. Results indicate that the design and development was effective in delivering the subject to increase the students’ interactions and agentic engagement during in-class activities. Added task while watching video lecturer help to provide guide and encourage students to develop knowledge and accounting skills before class and to interact with video lecture, peers, lecturer and engage agentically during teaching and learning process. Field of Research: flipped classroom, video lecture, instructional, fundamental accounting course. ---------------------------------------------------------------------------------------------------------------------------------- 1. Introduction Nowadays in higher education, the emergence of video sharing technology in internet world is increasing fascinating. As one of main component of multimedia that offers variety of element, the use of video lectures was emphasised in many studies on flipped classroom that recommend the design and development of video lectures to suit the course and student needs in the teaching and learning process (Nwosisi, et al. 2016; Heinerichs, Pazzaglia and Gilboy, 2016; Eichler & Peeples, 2016). Studies on flipped classroom, on student lack of interest to watch the video lecture, as well as their ability to interact and engage with in-class activities (Wilson, 2013; Scott, Green & Etheridge, 2016), sparked much concern student satisfaction and preference of the video lecture that they need to watch before class. Todays, to gain new knowledge before a class begins, various types of video lectures have been developed for students’, such as video lectures, lecture captures, video lectures with and without the lecturer’s image, movie lectures, webinars, and lecture recordings (Long, Logan, & Waugh, 2014; Rolf, Reuter, Abel & Hamborg, 2014). Alternatively, in flipped classroom the used of readily available video platform which have a large number of video lectures in their databases from various educational fields such as Technology, Entertainment and Design Education (TED-Ed) and Khan Academy (Hamdan et al. 2013) shows continues growth (Madden, 2009).

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1.1 Background of the study However according to Brecht and Ogilby (2008) the used video lectures in flipped classroom do not specify any multimedia element, and the roles of student and lecturer are not clear throughout the learning process. This could give a negative influence on students’ interaction and engagement because they tend to solve problems by themselves. Lyons et al. (2012) found that online video lectures, whether with or without the lecturer’s image, still failed to attract students’ interaction and interest towards the video lecture. In contrast, Gilboy et al. (2015) in their study, managed to attract students’ with the video lecture but could not elaborate on the students’ knowledge and understanding after watching the video prior to in-class activities. The contradictions in these studies may be caused by the use of an additional element that is inconsistent with the topic and also the ability of students’ to use the learning material for knowledge acquisition before class. Therefore, the use of a specific multimedia element should be included in the production of the video lecture, as well as identifying (1) whether another component should be included in order to attract students’ towards the topic being taught, and (2) student ability to adapt to a new environment. 1.2 Problem Statement Recently, DeLozier and Rhodes (2016) published a review on the key ideas to enhance student understanding on the activity conducted in classroom time. However, this study argue on how students’ participation in classroom activities after watching a video prior to class if they do not acquire knowledge and skill of the content. In addition, Long et al. (2014) had develop three types of video: video lecture, webinar and movie lecture, which focus on student preferences and perceptions and a study on development of lecture capture, voice-over presentation and picture-in-picture by Chen and Wu (2015). Although both studies used different types of video in flipped classroom, they still do not indicate clearly on the design and development of the video lecture in integrating the verbal representation with pictorial representation and with prior knowledge from long-term memory in other words, the instructional development system in flipped classroom.

Currently, to prepare graduates to enter the working world, accounting graduates need to develop student competencies such as knowledge, skills and attitude (KSAs). For the past 20 years, student KSAs, are considered desirable for competent accounting professionals in order to support the effectiveness of accounting course activities (Adler and Milne, 1997). Siriwardane, Kin, Hu, and Low (2014) suggested to inculcating students’ with KSAs in the accounting curricula because of some skills and attitudes were rated higher than knowledge in the accounting field. Therefore, Holtzblatt and Tschakert (2011) suggested to use video lectures in accounting education for development of these competencies, where students’ should be given the freedom to make them responsible on creating their own learning (Stefanou, Stolk, Prince, Chen & Lord, 2013). Throughout this period of autonomy, students’ would be able to add skills throughout the learning process, such as knowledge (understanding, problem solving and application), skills (writing, planning and implementing) and attitude (willingness, motivation and desire to learn), to develop their competency for lifelong learning and employment by using video lectures as learning material. Therefore this study has been done on instructional development system in flipped classroom using task-based and non task-based video lectures on students interaction and engagement in learning fundamental of accounting. 2. Flipped Classroom The flipped classroom requires reverse of the traditional learning environment that shift the traditional roles of students’ and instructors outside and inside the classroom. In 2007, Jonathan Bergmann and Aaron Sams experimented with an innovative way to teach, using video that allowed their students’ to view the lectures at their own pace and used their class time active activities (Morgan, 2014). Students’ were prepared before class with knowledge about the subject matter that encourage them to became problem solvers seekers and investigators (McLaughlin, Roth, Glatt, Gharkholonarehe, Griffin, Esserman, Mumper & Russell, 2014). This indicates that the implementation of the flipped classroom needs an appropriate pedagogical approach to create




continuous interactions and engagements throughout the learning process outside and inside the classroom. The theoretical framework will be used to guide the design of activities to be conducted in the classroom. The basic theories of Cognitive Theory of Multimedia Learning (CTML) and Algo-Heuristic Theory (AHT) are used design and development of task-based video lectures where the use of multimedia and task before class to enhance students’ interaction and engagement. 3. Task Based and Non-Task Based Video Lecture Koumi (2015) outlines a pedagogical role for video that enables students’ to learn, and has ben adapted in this study as in Table 2.2 the four domains of pedagogical role for video watch before class using task-based and non task-based video lectures in flipped classroom. Table 1 Pedagogical roles of video using task-based and non task-based video lectures

Pedagogical roles Task-based Non task-based

Facilitating COGNITION The instructional design of ADDIE model used to design video lecture with the process, procedure and strategies to achieve learning objectives.

Providing realistic/amplified EXPERIENCES

The video lectures, demonstrating step-by-step solutions to real situations such as screencast, slidecast, and existing video lectures used for students’ to acquire knowledge of adjustment accounts problem solving by giving past year final examination examples.

Nurturing AFFECTIVE characteristics

Hands-on task need to be complete has been given to gain students interest prior to class and explore further the subject matter in class and influence motivation and emotion of students’ while watching the video lecture before class

Video lecture without a task has been given for students’ to watch jot down important points, pause and review the video to understand the narration and demonstration.

Demonstrating SKILLS Step-by-step solutions to the adjustment accounts problem solving that consist of calculation skills and preparing financial statements with adjustment accounts shows in screencast video lectures that has been develop.

As shown in Table 1, there are differences between the two types of video lecture in the role

of nurturing affective characteristics. These differences occur in the flipped classroom learning environment are based on research that has been done by Zamzami and Mohammad (2015), where students’ were prone to boredom when listening to lecturers’ explanations when the instruction is repeated several times. Therefore, the role of the video in nurturing affective characteristics, has been divided into two, which could raise student interest and understanding and enable them to further explore the content that leads to interaction and engagement through the flipped classroom learning process by completing the task, in the task-based video lecture. 3. Research Framework Figure 2 shows the research framework of this study that represent the instructional development system on learning fundamental of accounting in flipped classroom, using task-based and non task-based video lectures on students’ interaction and engagement and achievement. Thus, the effects of the independent and dependent variables are based on the relationship of Cognitive Theory of Multimedia Learning (CTML) and Algo-Heuristic Theory (AHT) to the design and development of the video lectures. There are three kinds of multimedia material model presentation, first, processed from start, second, when students’ start to use the material until finish and last when the integrated learning outcome is obtained (Mayer, 2001). In this study, when the students’ start to watch the




video lecture and completing task given, knowledge acquisition is obtained, that could encourage interaction and engagement throughout the learning process. The mental functioning in terms of mental operations and knowledge units refer to Algo-heuristic theory (AHT), where individuals still be unable to apply that knowledge in problem solving although they may grasp the technical knowledge about a certain subject (Landa, 1998). Therefore, in the design and development of a video lecture using CTML and AHT might helps students’ with verbal and visual learning style and students’ with kinesthetic learning style AHT helps (Chen, Wang & Chen, 2014; Fat, 2007) to develop their knowledge and problem solving in class. For instance, in learning fundamental of accounting a student might know the formula and format of adjustment accounts, but unable to calculate and record them in accounts. Therefore, interaction and engagement could be increase and knowledge can be applied skilfully and with a better understanding during in-class activities, as AHT and CTML develop knowledge meant for processes and operations in the context of problems by watching the video with a task (Ibrahim, 2012; Chen & Wu, 2013). The adoption of CTML and AHT is because of one reason, the instructional development system of task based and non-task based on flipped classroom able to add knowledge acquisition before class to encourage students’ interaction and engagement.

Figure 1 Research Framework

INDEPENDENT VARIABLE

Task-Based Video

Lecture

Non task-based

Video Lecture

Cognitive Theory of

Multimedia Learning

(Mayer, 2001) Algo-Heuristic Theory

(Landa, 1983)

DEPENDENT VARIABLE

Student Interaction

Student-

Material

Student-

Student

Student-

Lecturer

Student Engagement

Behavioural

Emotional

Cognitive

Agentic

OUTSIDE OUTSIDE AND INSIDE

FLIPPED CLASSROOM ENVIRONMENT




4. Methodology 4.1 Sample and data collection method The purposive sampling technique was used based on homogeneous sampling, consisting of the same characteristics or traits of the sample, who have the knowledge and experience of the issues in this research (Gay, et al. 2011). In this study, sample consist of 140 student’s taking the Fundamentals of Accounting in Commerce Department, Polytechnic Tuanku Sultanah Bahiyah. The task-based and non task-based video lecture groups were divided into 70 students’ each. The questionnaire using 5 Likert scale were distributed to the sample in assessing student’s interaction and engagement after using task based and non task based video lecture. The questionnaire were distributed after students go thru flipped classroom learning process in learning fundamental of accounting, adjustment accounts topic. 4.2 Instrumentation The measures of the study variables used in the study as shows in Table 2. The instrument items were adapt from Kuo et. al. (2014) and Reeves (2013). The questionnaire was distributed in the Malay language and back-to-back translation was performed in several stages, according to research guidelines by Epstein, Osborne, Elsworth, Beaton, and Guillemin (2013). The acceptable reliability score for this study was set at 0.7 (Nunnally, 1978, as cited in Ogunkola & Archer-Bradshaw, 2013). Two variables in the had high reliability scores and favourable alpha values, student’s interaction 0.950 and students engagement 0.948. Therefore, the reliability of the variables is reliable. Table 2 Reliability of instrument

Instrument Num. of item Alpha cronbach

Interactions (Kuo et al. 2014) 10 0.950

Engagement (Reeves, 2013) 15 0.948

5. Video production process Video Production Handbook for Short Educational Videos (Littlefield & Hutton, 2015) and a guide to the flipped classroom using screencasting or lecture videos (Schell, 2013) were adapted to design the video lecture for the flipped classroom environment. The editing process of task-based and non task-based video lectures was based on the three primary CTML principles of signalling (i.e direct students’ attention to video content), segmenting (i.e segmented the video into smaller unit) and weeding (i.e. remove any unrelated topic content) (Lamb, 2015). As show in figure 2 the eight steps of video lecture production.




Figure 2. Eight steps for video lecture production (Siti Zuraidah, 2016, p. 127)

Based on Figure 2 above, the difference between task-based and non task-based video lecture production is on two step where task were added in that steps; 1) creating storyboard and material steps and 2) editing steps. Two storyboards and materials, two scripts outline and undertook two editing processes, detailed explanations of each process designed and created. 5.1 ADDIE model The ADDIE model is used which could encourage all lecturers to use this instructional design model when they design and develop their own learning instruction materials. The used of ADDIE model in this study because of most research on flipped classrooms does not include the instructional design model used to design and develop their learning instruction (e.g., Newman et al. 2016; Vazquez and Chiang, 2016). Figure 3 shows the basic process of the ADDIE model in designing instructional material by Gagné, Wager, Golas & Keller (2005). The model involves five phases or components. These phases are structured and connected with one another in terms of the components and subcomponents used in this research.

Figure 3 ADDIE Model of instructional design (Gagné et al., 2005, p.21)

Equipment and Software

Storyboard and Material

Outline

Prepare for Video

Recording

Video Recording

Editing

Draft Review Final Video

Task

Task

+

+

+




Table 3 shows the ADDIE model and video production components used and description of the ADDIE model for both videos in this study. Table 3 ADDIE model components, descriptions and video production component

ADDIE components

Description Video Production Component

Analyse Analyse the learners, learning environment and learning resources and identify the learning objectives and the required prerequisite knowledge

Design Materials and activities for learners are based on their capabilities, learning objectives, environment and equipment.

Equipment and software, storyboard and material and outline

Development Following the ideas generated in the design phase, and development of the video.

Prepare for video recording, video recording and editing

Implementation Implementation of the video in the flipped classroom environment.

Draft review

Evaluation Assessing achievement of learning objectives and the quality of the video lecture and results are used as feedback for improving the video or activity.

Draft review

Improving the video within each component Editing

Final Video

Source : Siti Zuraidah (2016), p. 129 5.2 Flipped classroom learning process flow The videos they were saved as MP4 files and uploaded to computer lab desktop computers for students’ to watch before class. The maximum size of each file was less than 40 MB and before entering the lab students’ were given the note outline and the guideline to watch the video lectures. However, the task-based video lecture group was also given a task and note outline. Figure 4 show the learning process flow in learning fundamental of accounting in flipped classroom environment. First, pre-test were given before student’s watch the video lecture. Then, students watch the video lecture outside of class, in two weeks before the lesson start. After students’ finished watching all the video lectures, before in-class activities a post-test were given. For the non task-based video lectures, students’ could view their score in the class after answers were discussed. For the task-based video lectures, students’ watched the first segment of the video lecture with notes and completed the first task and watch the video of the next segment and complete the second task. This process continued until they had completed all tasks and watched the video within two weeks before the lesson started. During the in-class activities, while doing tutorial and assignment students’ could watch the video lecture and also prepare for the next class or revision. The flow cycle of the learning process were shown in Figure 4.




Figure 4 : Learning process flow for flipped classroom environment (Siti Zuraidah, 2016, p. 157) 6. Finding & Discussion The respondent of this study were 140 students’ on the Fundamentals of Accounting consisting of 70 students’ per group. A total of 50 respondents were female (71.42%) and 20 were male (28.58%) in the task-based video lecture group and a total of 54 (77.14%) respondents were female and 16 (22.86%) were male in the non task-based video lecture group. The task-based video lecture group Malays (74.29%), Indian (25.71%) and there were no Chinese in this group. Likewise, the non task-based video lecture Malays (85.71%), Indian (10%) and Chinese (4.29%).

The instructional development system of task based and non-task based video lecture in flipped classroom to increase the students’ interactions and engagement during in-class activities were assess using data from questionnaire distributed and were analyse using one-way ANOVA test. From the test, the Shapiro–Wilk test indicates that all the variables in task based video lecture group are normally distributed, since p > 0.05 (Coakes, 2013). Therefore, this group was subjected to further analysis by using parametric analyses, such as the one-way ANOVA. For non-task based video lecture, the results of the Levene’s test for homogeneity of variances are not significant (p>0.05), therefore the population variances for each group are approximately equal.

The results of the one-way ANOVA analysis on students’ interaction variables reveal agreeable differences among the group mean scores. Results shows that student’ interaction has F(1,136) = 4.438, p=0.037, p<0.05, which have a significant difference in students’ interaction using task-based and non task-based video lectures groups in a flipped classroom environment when learning the Fundamentals of Accounting. Hence, the mean shows students interact when using the task-based video lecture and non task-based video lecture. However, the task-based video lecture group is slightly higher (M=4.02, SD=0.54) than non task-based video lecture group (M=3,81, SD=0.65). This might be due to after watching the video lecture students knows their level of understanding before class and the topic needing to be discussed with their lecturer and peers.




Therefore, interaction exists during the active learning activities for both groups between student and material, student and students and students and lecturer.

The one-way ANOVA analysis and results for students’ engagement was F(1,136) = 1.230, p=0.269, p>0.05, which there is no significant difference in students’ engagement between using task-based and non task-based video lectures in a flipped classroom environment in learning the Fundamentals of Accounting. The mean shows that all respondents have similar effects on using the task-based video lecture (M=3.87, SD=0.57) and the non task-based video lecture (M=3.98, SD=0.54). However, there is a significant difference in students agentic engagement using the task-based video lecture in learning the adjustment accounts topic, F(1,136)=4.010, p=0.047, where students’ are able to express their needs in a flipped classroom environment. 7. Conclusion and Future Recommendation Instructional development system in the flipped classroom is essential in producing video lecture that affects student knowledge and understanding either outside or in the classroom. In learning fundamental of accounting understanding and development of accounting skills is necessary to achieve the learning objective and industry needs. This study provide that by designing and developing task based and non-task based video lecture, in learning fundamental of accounting it showed significant differences between task based video lecture compared with the non task-based video lecture. Consequently, students interaction with their peers, the material and the lecturer exists by completing the task as guideline that leads to more interaction than simply watching a video lecture without a task (Kunin et al., 2014). See and Conry (2014), similarly found that students’ will highly interact with the video lecture with task that requires a step-by-step solution. However students interaction has no significant difference in behavioural, cognitive and emotional engagement, because these engagements were highly related to each other. The reason for the failure of the task-based video lecture to enhance students’ engagement was the similarity of the learning environment and pedagogical roles that could lead to students’ experiencing the same interests and enjoyment when learning the Fundamentals of Accounting.

The results of this study could foster collaboration, efficiency and opportunities provided by a flipped learning environment using task-based video lectures for students’ interaction and engagement, recommendations need to be considered were as follows. i) The lecturers must voluntary, work in a group and not forced by administrators or head of department in design and development of task-based video lectures in a flipped classroom environment. ii) To encourage more students’ to enhance their behavioural, cognitive and emotional engagement, lecturers need to involve students’ in order to provide a video lecture and classroom activities that meet the needs of students’. iii) To avoid students’ do stay silent and passive while doing the tutorial and assignment in class, lecturers need to prepare well to lead students’ to interact and engage with in-class activities. iv) To watch the video lecture and complete the task before the in-class activities starts, video lecture should be given two weeks before the topic begins.




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