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Video-Based Learning That Supports the Success of Flipped Classroom for Non-English Faculty

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Abstract

This research aims at exploring Video-Based Learning that supports the success of flipped classrooms for Non-English Faculty. This study uses a descriptive qualitative research design with an interpretive-exploratory approach. It was conducted at Bina Nusantara University, Jakarta from March to December 2020. This study begins with the need analysis of qualitative data of the existing course outlines and the comprehensive literature review. After that, this study analyzed the quantitative data collected from the interview of 3 sample lecturers and the questionnaire of 30 sample students. This research found that (1) the Video-Based Learning that supports the success of flipped classroom for Non-English Faculty is urgently needed by students in universities; (2) it should involve some learning characteristics (a) student-centered learning, (b) internet and library access, (c) ecosystem to generate motivation to learn, and (d) contextual learning experiences; and (3) the English Lecturers and Students of Non-English Faculty have positive perceptions on it. Therefore, the Video-Based Learning that supports the success of flipped classrooms for Non-English Faculty should involve some learning characteristics (a) student-centered learning, (b) internet and library access, (c) ecosystem to generate motivation to learn, and (d) contextual learning experiences. The results of this study have implications to provide additional references in making video-based learning that supports the implementation of the flipped classroom.
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Video-Based Learning That Supports the Success of Flipped Classroom
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GEOSOSTEK 2020
IOP Conf. Series: Earth and Environmental Science 704 (2021) 012028
IOP Publishing
doi:10.1088/1755-1315/704/1/012028
1
Video-Based Learning That Supports the Success of Flipped
Classroom for Non-English Faculty
Aryusmar1, J Y Luke2, N Pawestri3, S T Sela4
1,4 Language Center, Computer Science Department, Faculty of Humanities Bina Nusantara
University Jakarta, Indonesia
2 Language Center, English Department, Faculty of Humanities Bina Nusantara University
Jakarta, Indonesia
3 Language Center, International Relation Department, Faculty of Humanities Bina Nusantara
University Jakarta, Indonesia
Email: Aryusmar@binus.ac.id1
Abstract. This research aims at exploring Video-Based Learning that supports the success of
flipped classrooms for Non-English Faculty. This study uses a descriptive qualitative research
design with an interpretive-exploratory approach. It was conducted at Bina Nusantara
University, Jakarta from March to December 2020. This study begins with the need analysis of
qualitative data of the existing course outlines and the comprehensive literature review. After
that, this study analyzed the quantitative data collected from the interview of 3 sample lecturers
and the questionnaire of 30 sample students. This research found that (1) the Video-Based
Learning that supports the success of flipped classroom for Non-English Faculty is urgently
needed by students in universities; (2) it should involve some learning characteristics (a)
student-centered learning, (b) internet and library access, (c) ecosystem to generate motivation
to learn, and (d) contextual learning experiences; and (3) the English Lecturers and Students of
Non-English Faculty have positive perceptions on it. Therefore, the Video-Based Learning that
supports the success of flipped classrooms for Non-English Faculty should involve some
learning characteristics (a) student-centered learning, (b) internet and library access, (c)
ecosystem to generate motivation to learn, and (d) contextual learning experiences. The results
of this study have implications to provide additional references in making video-based learning
that supports the implementation of the flipped classroom.
1. Introduction
Today's university students are born and raised in the digital age. They are very information
technology literate and active internet users. In their daily lives, they are greatly helped by Google
products and are also very used to interacting with smartphones. The technology platform facilitates
students to access learning from various places and times using personal computers, laptops, tablet
computers, and smartphones. Therefore, the use of this technology has made students actively
participate in learning.
In connection with the above, many ideas have recently emerged to improve learning models
that combine face-to-face learning in class with learning outside the classroom by utilizing technology
such as implementing flipped classroom. In line with this, from previous research the students had a
positive perception with flipped instruction [1]. And another result of research indicated that the
flipped instruction as a better or more efficient method of teaching [2]. On the other hand, among the
advantages of the flipped classroom: (a) classroom time can be used more effectively and creatively;
(b) teachers using the method report seeing increased levels of student achievement, interest, and
engagement; (c) learning theory supports the new approaches, and (d) the use of technology is flexible
GEOSOSTEK 2020
IOP Conf. Series: Earth and Environmental Science 704 (2021) 012028
IOP Publishing
doi:10.1088/1755-1315/704/1/012028
2
and appropriate for 21st-century learning [3]. It means that a flipped classroom is a very useful and
efficient method of teaching and appropriate for 21st-century learning,
Now, what is a flipped classroom? A flipped classroom is what was traditionally done in class,
now done at home, while what was traditionally done at homework, now done in class. Thus, it can be
argued that the flipped classroom is reverse class learning, which is what should be learned with the
lecturer in the classroom becomes learning where students must study alone outside the classroom. In
other words, in this flipped classroom, learning materials must be studied by students outside the
classroom before learning in class. Then, in the class, the lecturer no longer provides learning or
explaining the material, but directly does practice questions or other activities such as debates,
presentations, discussions, etc. [4].
Furthermore, the Flipped Classroom model has experienced developments since it was
discovered. Several variations have been developed, with videos containing learning material as the
main feature. Videos based learning can be made independently or search on the YouTube channel. In
this case, the most important in implementing flipped classrooms is the preparation of video-based
learning that will become learning materials for students outside the classroom. Therefore, video-
based learning in this case is a recording of live images to convey learning material so that students
achieve learning objectives. Video-based learning is a learning medium that can activate the function
of the sense of listening and watching [5].
In connection with the video-based referred to above, the research will discuss video-based that
can support the Flipped classroom being developed by Bina Nusantara University. In this case, of
course, video-based learning is deliberately made or designed by recording the activities of the lecturer
(in this case the researcher himself) to explain the material just like in class. The choice of making this
type of video-based learning was made because it was considered the best way in the flipped
classroom strategy.
Video-based learning requires students to be able to learn independently. Therefore, this video-
based learning approach must be student center learning. It means that learning provides more
opportunities for students to construct knowledge independently and is mediated by peers. To explore
a further understanding of the material that has been obtained from video-based learning, students still
need to download the internet and library access. In this case, video-based learning must be able to
create a learning ecosystem that should increase student motivation to learn, and understand the
meaning of the subject matter they are learning by relating the material to the context of their daily
lives (personal, social, and cultural context).
Finally, this study focused on exploring the lecturer and students' perceptions on the learning
characteristics of video-based learning that supports the implementation of a flipped classroom at Bina
Nusantara University. The results of this study are expected to imply in providing additional
references when making video-based learning that supports the implementation of the flipped
classroom.
2. Methods
This study uses a descriptive qualitative research design with an interpretive-exploratory approach.
This research aims at exploring Video-Based Learning that supports the success of flipped classrooms
for Non-English Faculty. It was conducted at Bina Nusantara University, Jakarta from March to
December 2020. The population is all non-English faculty lecturers and students. The samples were
selected using purposive random sampling. This study begins with the need analysis of qualitative data
of the existing course outlines and the comprehensive literature review. After that, this study analyzed
the quantitative data collected from the interview of 3 sample lecturers and the questionnaire of 30
sample students.
3. Result & Discussion
3.1. Need analysis
Bina Nusantara University (BINUS), one of prestigious university in Indonesia, also accommodate
technology in its learning process. In line with its mission to become the world-class university, Bina
GEOSOSTEK 2020
IOP Conf. Series: Earth and Environmental Science 704 (2021) 012028
IOP Publishing
doi:10.1088/1755-1315/704/1/012028
3
Nusantara supports the educators of higher education in fields of research, teaching-learning process,
community service and self-development with technology. For fostering educators’ pedagogy skills,
BINUS applies several innovative and creative learning methods to its students. One of it is a flipped
classroom.
Furthermore, the researchers found that the Course Outlines of Non-English faculty is suitable
to apply the flipped classroom. This learning method inverts the conventional classroom based
teaching, where the students introduced to the learning materials before the class and during the class
time, the students can deepen their understanding through discussion. In addition, every student and
academician at Binus University is keen on mobile learning and virtual classroom. Their
readiness to be active in taking the flipped classroom is very significant. Based on a survey of flipped
classrooms conducted at the university level, it revealed students' more positive perceptions [6].
Seeing the readiness that exists in the non-English faculty at Binus University, it can be argued
that Video-Based Learning that supports the success of flipped classrooms for Non-English Faculty at
Bina Nusantara University is urgently needed by students in universities, in this case Bina Nusantara
University. The learning outcomes are in line with the mission of Binus University.
3.2 Theoretical Analysis
From the literature review, it found that the flipped classroom is a learning strategy that uses a type of
learning approach by reversing the traditional learning environment and providing learning content
outside the classroom. Before face-to-face sessions in class, students must study learning material
through video-based learning. Thus, the key to the success of the Flipped Classroom method is how to
make students want to learn the material before entering class. One of them is by providing materials
in the form of learning media that are communicative, interesting, audio-visual, moving, all of which
can be obtained in video-based learning [7].
Furthermore, the flipped classroom model refers to a form of teaching and learning process,
in which students watch video-based learning and learn other materials at home, and then they actively
participate in in-class learning [8]. The use of video-based learning has become widely employed in
the past years. Many universities and digital libraries have incorporated video into their instructional
materials. Developing video-based learning is a complex process that requires thorough planning and a
clear implementation procedure. Knowledge of learning theories and instructional implications is a
pre-requisite for the successful realization of the learning content with the most appropriate delivery
components. Besides, knowledge of the target learners' cognitive characteristics is very important for
developing an effective learning medium. Lastly, another factor to consider for the development of
video-based learning is the learners' demographical and cultural characteristics as learners' physical
characteristics are crucial in the overall success [9].
The mode of lesson delivery at university should be shifted to student-centered in which
lecturers will act as a facilitator. The learning activities may include video-based learning requires
students to be able to learn independently. Therefore, this video-based learning approach must be
student center learning. It means that learning provides more opportunities for students to construct
knowledge independently and mediated by peers. To explore a further understanding of the material
obtained from video-based learning, students still need to download the internet and library access.
Therefore, video-based learning should be able to create a learning ecosystem to increase student
motivation and understand the meaning of the subject matter they are learning by relating the material
to the context of their daily lives (personal, social, and cultural context). Through these activities,
students will be encouraged to develop better communication skills.
Video-Based Learning is a learning method that is deemed suitable for today's digital generation
for the following three reasons: (a). Creating a fun learning environment and motivating students to
learn; (b). Make it easier for students to learn and understand a study material, and (c). Make students
more interested in learning through video-based learning they watch.
The criteria for effective video-based learning in higher education should include first, the video
has a specific function to enhance the learning experience. So, video designers need to pay attention to
what features are contained in the video. Second, video is considered effective if it is related to
GEOSOSTEK 2020
IOP Conf. Series: Earth and Environmental Science 704 (2021) 012028
IOP Publishing
doi:10.1088/1755-1315/704/1/012028
4
learning objectives. Third, there is a learning effect that depends on the students' level. So a strategy is
needed to learn effectively and independently from video-based learning [10].
The success of a lecturer in making video-based learning is one of the keys to success in
implementing flipped classrooms. The use of video-based learning should be able to activate student
creativity by raising critical questions so that learning becomes more meaningful.
Therefore, in this study the video-based learning that supports the implementation of flipped
learning at Bina Nusantara University should be designed by involving some learning characteristics
(1) student-centered learning, (2) internet and library access, (3) ecosystem to generate motivation to
learn, and (4) contextual learning experiences.
3.3 Interview Analysis
The results of the interview data conducted to 3 randomly selected fellow lecturers to show all of them
(100%) strongly agreed the video-based learning that supports the success of flipped classroom for
Non-English Faculty should involve learning characteristics (1) student-centered learning, (2) internet
and library access, (3) ecosystem to generate motivation to learn, and (4) contextual learning
experiences. It concluded that the English Lecturers of Non-English Faculty have positive perceptions
of the Video-Based Learning that supports the success of flipped classroom for Non-English Faculty.
3.4 Questionnaire Analysis
The video-based learning used in implementing the flipped classroom strategy for this research is
video-based learning that has been tested in the previous stage. In this case, the application of video-
based learning in flipped classrooms is carried out a few days before face-to-face lectures in class; the
lecturer provides video-based learning to students in the form of a Google drive and provides links to
students. Students can download the video via the link provided. Students study videos outside the
classroom before the face-to-face learning process. Furthermore, lecturers and students met via zoom
by giving questionnaires to 30 students. The results revealed that all students strongly agreed that (1).
The Video-Based Learning (VBL) they have watched can motivate them to learn independently; (2).
Link internet (YouTube or books) instructed in the VBL makes them further understanding about the
topic; (3). This Video-Based Learning (VBL) foster their enthusiasm to explore the related material in
studying; (4). This Video-Based Learning (VBL) makes them curious to learn English; and (5). The
VBL can support the implementation of the Flipped classroom.
Then, all of them (100%) strongly agreed that the Video-Based Learning that supports the
success of flipped classroom for Non-English Faculty should involve learning characteristics (1)
student-centered learning, (2) internet and library access, (3) ecosystem to generate motivation to
learn, and (4) contextual learning experiences.
Therefore, it concluded that all students have positive perceptions on the Video-Based Learning
that supports the success of flipped classroom for Non-English Faculty should involve learning
characteristics (1) student-centered learning, (2) internet and library access, (3) ecosystem to generate
motivation to learn, and (4) contextual learning experiences.
4. Conclusion
The research found that (1) the Video-Based Learning that supports the success of flipped classroom
for Non-English Faculty is urgently needed by students in universities, in this case Bina Nusantara
University. The learning outcomes are in line with the mission of Binus University; (2) it should
involve some learning characteristics (a) student-centered learning, (b) internet and library access, (c)
ecosystem to generate motivation to learn, and (d) contextual learning experiences; and (3) the English
Lecturers and Students of Non-English Faculty have positive perceptions on it. Therefore, the Video-
Based Learning that supports the success of flipped classrooms for Non-English Faculty should
involve some learning characteristics (a) student-centered learning, (b) internet and library access, (c)
ecosystem to generate motivation to learn, and (d) contextual learning experiences. The results of this
study have implications to provide additional references in making video-based learning that supports
the implementation of the flipped classroom.
GEOSOSTEK 2020
IOP Conf. Series: Earth and Environmental Science 704 (2021) 012028
IOP Publishing
doi:10.1088/1755-1315/704/1/012028
5
5. References
[1] Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College
Science Teaching 42.5, 62-66.
[2] Ruddick, K. W. (2012). Improving chemical education from high school to college using a more
hands-on approach. Doctoral Dissertation, University of Memphis.
[3] Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning.
Learning & Leading with Technology, 39(8), 12–17. He, Y., Swenson, S., & Lents, N
[4] Bergmann, J., and Sams, A. 2012. Flip Your Classroom : Reach Every Student in Every Class
Every Day. USA: Courtney Burkholder.
[5] Wolff, L. C., & Chan, J. (2016). Flipped classrooms for legal education. Springer
[6] Bishop, J., & Verleger, M. (2013). The flipped classroom: A survey of the research. Paper
presented at the 120th ASEE Annual Conference & Exposition, Atlanta.
[7] Smaldino S. E., Russel J. D., Heinich R., and Molenda M. 2005. Instructional Technology and
Media for Learning Eight Edition. Pearson Merrill Prentice Hall.
[8] Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information
literacy instructions. Communications in Information Literacy 8.1, 7-22.
[9] Giannakos, Michail N. 2013. "Enjoy and Learn with Educational Games: Examining Factors
Affecting Learning Performance." Journal of Computers & Education, 68, 429–439.
[10] Woolfitt, Z. 2015. The effective use of video in higher education. Lector at Teaching, Learning
and Technology At Holland University of Applied Sciences.
Acknowledgments
This research was a part of the PIB Research Grant, the year 2020 and it is financially supported by
Bina Nusantara University,
... In their daily life, they get great help from Google products and are very used to interacting with smartphones. This technology allows students to use personal computers, laptops, tablets, and smartphones to access and learn from different places and times, enabling students to actively participate in learning [1]. ...
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The effective use of video in higher education
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Improving chemical education from high school to college using a more hands-on approach
  • K W Ruddick
Ruddick, K. W. (2012). Improving chemical education from high school to college using a more hands-on approach. Doctoral Dissertation, University of Memphis.