Dataset Information

Dental students' learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea.

ABSTRACT: PURPOSE:The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model. METHODS:Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook College of Dentistry, Korea, who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year. The instructor uploaded the lecture videos to YouTube before each class. At the end of the second semester, the students were surveyed using a questionnaire devised by the authors. RESULTS:Of the students, 53 (76.8%) always watched the lecture before the class, 48 (69.6%) used their smartphones, and 66 (95.7%) stated that they watched the lectures at home. The majority of the students replied that the video lectures were easier to understand than in-person lectures (82.6%) and that they would like to view the videos again after graduation (73.9%). CONCLUSION:Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.

SUBMITTER: Seo CW

PROVIDER: S-EPMC6249142 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Dental students' learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea.

Seo Chang Wan CW Cho A Ra AR Park Jung Chul JC Cho Hag Yeon HY Kim Sun S

Journal of educational evaluation for health professions 20181011

<h4>Purpose</h4>The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model.<h4>Methods</h4>Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook College of Dentistry, Korea, who attended periodontology lectures during 2 c ...[more]

PMID: 30317831

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Project description:PurposePrevious studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis.MethodThe authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented.ResultsThe average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]).ConclusionsThe flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.

Dataset Information

Dental students' learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea.

Publications

Dental students' learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea.

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