The Effects of Two Different Types of Video Clip Sequencing on Knowledge Acquisition in a Flipped Learning Course

Abstract

Flipped classrooms approaches (FCA) are more and more used in todays’ universities. One key component of FCA is presenting online instructional video clips. Even though the design of these video instructions is important for knowledge construction and transfer, teachers have little guidance in how to sequence them: topic by topic (atomistic) or from generic to specific (holistic). The purpose of this study is to examine the differential effects of atomistic and holistic sequenced video clips on knowledge acquisition in a flipped learning course. Using a quasi-experimental design, 98 students of two cohorts received information in how to design learning materials based on the 4C/ID model for seven weeks. One cohort received atomistic designed web lectures, the other holistic designed web lectures. An online modified card sorting task measured their knowledge acquisition. A mixed MANOVA and mixed ANOVAs showed the differential effects of the conditions over time. Results show that the holistic and atomistic hardly differ in the knowledge acquisition process in a flipped course. Teachers can use the strategy they prefer and find convenient, because students’ knowledge acquisition process does not primarily favour one over the other.