UTILIZING ZAPTION AS SCAFFOLDING FOR A FLIPPED CLASS OF INTEGRATED - PowerPoint PPT Presentation

UTILIZING ZAPTION AS SCAFFOLDING FOR A FLIPPED CLASS OF INTEGRATED SKILLS Le Thi Hong Phuc Banking Academy of Vietnam

CONTENTS 1 Introduction 2 Literature Review 3 Research Aims & Research Questions 4 Research Methodology & Methods 5 Results & Discussion 6 Conclusion

1. Introduction Long history of adopting technological affordances in education (Tan & Tan, 2010) Recent decades: full integration of ICT into EFL & ESL contexts (Meyer, Wohlers & Marshall, 2014) “Utilizing Zaption interactive videos as scaffolding for a flipped class of Listening & Speaking skills at the BAV” Interactive Videos: very beneficial - The flipping class: more practice, for English language learning checking and correction in class (Girgensohn et al., 2011; Ryan, 2016) - Uncommon use of videos in teaching - Large-size class, limited in-class - Mostly non-interactive videos used  contact hours  big concern about passive learning (Merkt et al., 2011) how to maximize students’ learning - Mostly used in warm-up activities only. and practice time. Teaching English at the BAV

2. Literature Review  Interactive videos  “the use of computer systems to allow proactive and random access to video content based on queries or search targets ” (Zhang, Zhou, Briggs & Nunanmaker, 2006, p.34)  used in many educational fields (for medical students (Laidlaw, 2007), law students (Hibbs and Vaughan, 1994), fire officers (Powell et al., 2008) or bus drivers (Rushby, 1987).  mentioned by many recent researchers in EFL & ESL (Bloom, 1956; Schwan & Reimpp, 2004; Edel-Maizia, Brautigam, Bittner & Blackstock, 2014; Ryan, 2016, Arntsen, 2016)  “one of the most popular ways for instructors to convey content to students.” (Ryan, 2016, p.25).

Benefits of Interactive videos Benefits of Videos

 Online video creation and Zaption  a great number of online video creation and display tools such as EnglishCentral, TED-Ed (Ryan, 2016), eduCanon, EDpuzzle and Zaption (Wong et al., 2006; Edel-Malizia et al., 2014; Arntsen, 2016).  Zaption:“more robust” (Ryan, 2016, p.27) with a number of outstanding affordances (Edel-Maizia et al., 2014).  became “the Oxford Dictionary’s Word of the Year for 2015” (http://blog.zaption.com).  However, small number of research on Zaption . Only in Edel-Malizia et al., (2014): the use and benefits of Zaption as a learning method and as an assessment tool.

 The flipped classroom  “employs asynchronous video lectures and practice problems as homework , and active, group-based problem solving activities in the classrooms .” (Bishop & Verleger, 2013, p.2).  “short video lectures are viewed by students at home before the class session.” (EDUCAUSE, 2012, p.57) Flipped classroom (from Bishop & Verleger, 2013)

Benefits Challenges of the of the works well flipped flipped students’ with class class resistance technology heavy reliance on time efficacy student learning at home great time flexible and and effort in convenient preparing learning lessons active and independent learning “more interaction, better attendance and higher pass rate:(Ryan, Educational objectives of in-class 2016) higher level activities for flipped learning learning skills (Hwang et al., 2015)

3. Research aims & Research questions Research Aims: - investigate the effectiveness of using Zaption as a tool to create online interactive videos used for the flipped class of English major freshmen at the BAV - identify the challenges to students in using interactive videos for their learning Research Questions 1. In what ways does Zaption with interactive videos support students’ learning in the flipped class of integrated skills? 2. What are the challenges of students in using Zaption with interactive videos for their flipped learning?

4. Research Design & Methodology  Research Design Class Context Methods descriptions • self-organized non- • 10 voluntary BAV • The flipping class profit tutorial class English-majored • Using Zaption (under the freshmen (http://zaption.com institution • 6 weeks ) to create permission and the interactive videos • 6 lessons support of IT as learning • Integrated Speaking training center) materials for and Listening skills • at the Banking students’ self-study • Based on the Academy of prior to class hours. official core syllabus Vietnam

“Zaption – Don’t just watch! Let’s learn.” Choices of quizzes forms and interaction: text, image, drawing, open response, numerical response, MCQs, Check boxes, Drawn response, Your video Discussion.

Google Analytics Dashboard – update students’ reaction and responses on the site Provide details on unique viewers, visiting time, question completion, lesson ratings and average skips and forward, etc. They can be tracked into Excel file  effective tool for classroom management and assessment as well

 Research Methodology & Methods • 10 voluntary English major freshmen at the BAV enrolled in my self-organized class • Vietnamese native speakers, 18-19 years old Participants • Pre-Intermediate level in English proficiency • case study • interpretive paradigm Methodo- logy • Online survey (quantitative data) • Semi-structured interview (qualitative data) • Note: Surveys are designed on http://Zaption.com in the Methods form of an interactive video.

5. Results & Discussion 5.1. Zaption with interactive videos support students’ learning in the flipped class of integrated skills Self-perceived impacts of Zaption  cognitive ability interactive videos on cognitive ability 10% Very negatively 30% 20% Negatively Neutral 40% Positively Very Positively Reasons: - visual aids & models (7/10 students) “Speaking models really help us to figure out easily not only what to speak but also how to speak. I learned a lot about how to use body languages, eye contact in speaking as well.”(Winter, int.) - free use of control buttons like “pause”, “stop”, “rewind”, “skip” (8/10 students) “I can pause or rewind videos whenever I miss a point or need to be explained again.” (Summer, int) - convenient time and place for learning (3/10 students)  matter of learning styles. “with learning online, you can learn whenever and wherever you like. (Summer, int.)

 Memorization ability Self-perceived impact of Zaption interactive videos on memorization ability Very negatively 30% 30% Negatively Neutral 40% Positive Very positive Reasons: -The exposure to visual aids and models (6/10 students) - The ability of replaying videos (4/10 students) - The provision of interactive quizzes and questions (5/10 students) - The requirement of full attention (3/10 students) - Free choice of time for learning (4/10 students) - Free choice of place for learning (5/10 students) “Learning alone in my own space better my focus, and therefore, make me remember key points more easily”. (Spring, int.)

 Active learning Self-perceived impact of Zaption interactive videos on active learning 20% 10% Very negatively 30% Negatively Neutral 40% Positively Very positively Reasons: -The involvement of using technology (5/10 students) - Free of choices of learning devices : mobile phones, Ipads, etc. (6/10 students) - The importance of interactive quizzes and questions (4/10 students) - The affordance of students’ comments and discussions . (2/10 students) “ Learning with Zaption video is very interactive because besides responding to quizzes, we can also actively participate in discussions or putting comments for more understanding of the lessons.” (Spring, int.)

 Motivation Self-perceived impact of Zaption interactive videos on learning motivation Very negatively 20% 10% Negatively 30% Neutral 40% Positively Very positively -The provision of check-up quizzes “After each key point, quizzes pop up to check my understanding. And it was so great that I could answer most of them very quickly. It showed where I got to in that short journey. And it was fun, too.” (Summer, int.) -The comfort of working at one’s own pace. “Sometimes I cannot keep pace with other friends in other classes of mind. It usually takes me a little longer to get the points. I often feel embarrassed and sad then. But, with Zaption interactive videos, I could rewatch them and learn at my own pace and at my own ease. It betters my taste to learning.” (Autumn, int.)

 Independent learning Self-perceived impact of Zaption interactive videos on indepent learning 10% Very negatively Negatively Neutral 90% Positively Very positively -The requirement of responses to quizzes and questions (6/10 students) - The affordances of searching for information during watching session (5/10 students) - The requirement of self-learning at home for in-class session (3/10 students) “Sometimes difficult theory with check-up quizzes challenged me, and I needed to learn by myself very hard because the teacher was not there. Then I had to refer to other sources. This did enhance my self-learning skills.” (Winter, int.) “We came to class mainly for practice, teacher was not going to focus on theory anymore. Then, if I had not learned by myself, I would have failed to follow the class. Now, I knew self-learning is not too difficult.” (Spring, int.)