Students perceived flipped learning as having a distinct set of affordances (flexible video access, preparation, interaction) and constraints (video length, lack of guidance while watching)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Students reported affordances including being well prepared, accessing materials anywhere, controlling playback (rewind, pause, stop, replay), and increased communication with peers and the instructor. → Almodaires et al. 2019 q2 i? Students reported constraints: needing more time to watch videos, wanting guidance while watching online, and finding videos longer than 10 minutes time-consuming. → Almodaires et al. 2019 (2)

Evidence¶

Almodaires et al. 2019¶

Abdullah M. Almodaires, Ghaida M. Alayyar, Tareq O. Almsaud & Faisal M. Almutairi. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p10

q2 · i? · qualitative · r2

Thematic analysis (Braun and Clarke, 2006 procedures) of open-ended questionnaire responses from the EG students, coded within the bounds of affordances and constraints of technologies (Gaver, 1991). Students reported being well prepared, controlling playback, and increased communication with peers and the instructor.

"Moreover, the students perceived that they were able to rewind, pause, stop, and replay the video to enhance their understanding of the concepts."

Almodaires et al. 2019 (2)¶

Abdullah M. Almodaires, Ghaida M. Alayyar, Tareq O. Almsaud & Faisal M. Almutairi. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p10

q2 · i? · causal · r2

Same thematic analysis of open-ended responses: constraints included needing more time to watch videos, wanting guidance when watching online before class, and videos "lasted for more than 10 minutes", which slowed progress through the steps and quiz questions.

"The students also reported that some of the videos lasted for more than 10 minutes, which they co nsidered to be time-consuming."

Discussion¶

Related Claims¶

• Students most frequently reported active participation, student-teacher interaction, flexibility, repetitive watching, and peer interaction as advantages of the flipped classroom — possibly the same claim (merge candidate)
• Desire to learn and curiosity, anywhere-anytime viewing, doing practice, and occupational relevance were the most prominent motivation-increasing factors — related
• Video-watching sequences involving pausing and rewinding are negatively correlated with math task performance in a flipped precalculus lesson — related
• Kuwaiti pre-service teachers held favourable perceptions of flipped learning, with over 90% agreement on six questionnaire items — related
• Pre-service teachers reported coming to class prepared and completing assignments in class as the flipped classroom's main positive aspects — related