Flipping the Flipped Classroom: Length of Video, Teaching Style & The Engaging Professor: A Case Study
Abstract: In most online courses and MOOCs the length of the video is of concern as longer videos are viewed as boring. This also relates to the shorter attention spans of those watching these videos. This case study explores the relationship between teaching style and video length in flipping a classroom from the perspective of an instructional designer. This case study reviews two examples of how engaging face-to-face instructors flipped the classroom by not only creating longer videos but also keeping the students engaged as they watched the lecture videos at home. A number of unexpected themes were discovered that shows that length of videos is not a deterrent to keeping the students engaged in the flipped classroom.
Presider: Glen Gummess, University of St. Francis