Abstract
This paper reports on a project in which students watched short instructional videos on aspects of academic writing as part of a ‘flipped classroom’ approach at an English-medium university in the United Arab Emirates. The authors present the video tutorial project in the context of the flipped classroom, and evaluate student satisfaction with the video input. The findings suggest that although most students liked watching the videos at home, and found the input easy to understand, they still felt the need for teacher explanations. One conclusion from this study is that students are not yet ready for a complete flipped classroom in which all the input is given through the video. In this context, a mix of video input and teacher explanation is more appropriate.
Citation
Engin, M. and Donanci, S. (2016), "Instructional videos as part of a ‘flipped’ approach in academic writing", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 13 No. 1, pp. 73-80. https://doi.org/10.18538/lthe.v13.n1.231
Publisher
:Emerald Publishing Limited
Copyright © 2016 Marion Engin and Senem Donanci
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
Acknowledgements
Publisher's note: The Publisher would like to inform the reader that the article “Instructional videos as part of a ‘flipped’ approach in academic writing” has changed pagination. Previous pagination was pp. 1-8. The updated pagination for the article is now pp. 73-80. The Publisher apologises for any inconvenience caused.