https://orcid.org/0000-0002-9251-2614
Figures & data
Figure 1. Shorter videos are more likely to be completed in a single take when delivered in our preliminary online science course. Mean average percent of video that was viewed by a student according to type of video (a). Shorter video lengths increase the percentage of the video watched by the student (b)
Figure 2. Survey of student opinion about video length in our preliminary online science course. Short videos are preferred (n = 128 student responses)
Figure 3. Percentage of students who report spending 0, 5, 10, 30, or 60 plus minutes preparing for the flipped classroom (n = number of students who responded). In Sp17 (spring) and Fa17 (fall), the preparatory material consisted solely of assigned readings and discussion questions. In Sp18, videos were included. In Fa18, video assignments were consistently scheduled throughout the semester. In the Fa20 semester, our response to the global COVD-19 pandemic forced us to deliver all course material online
Figure 4. Video length preference among students in a year one medical school course. (a) In the Spring 2020 semester, students were polled and asked what length of video would best suit their learning style: 15 videos at 3.33 minutes each, 12 videos at 4.17 minutes each, 10 videos at 5 minutes each, 5 videos at 10 minutes each, 4 videos at 12.5 minutes each, 3 videos at 16.7 minutes each, 2 videos at 25 minutes each, or a single video that is 50 minutes long (# = number of videos; min. = approximate minutes per video; n = 473 student responses). (b) In the Fall 2020 semester, students were polled and asked if they would prefer many videos, each about 1–5 minutes long, a few videos, each about 10–20 minutes long, or a single video that was 50 minutes in length (n = 1,031 student responses)
Figure 5. Student survey regarding inclination to revisit assigned material following a flipped-classroom session. The majority of students intend to review assigned material (n = 666 student responses)
