Optimizing Pre-Recorded Lecture Content to Encourage Self-Regulated Learning
Proposal Format
Poster Presentation
Track Choices
Contemporary Issues in Teaching and Learning
Abstract
The flipped classroom has gained popularity in higher education, particularly in health education, with positive effects. However, students often struggle with understanding and approaching pre-class material. Additionally, instructors have identified the completion of pre-class material as a major challenge, as students who complete it before class perform significantly better than those who complete it after or not at all. Research suggests various ways to motivate students to complete pre-class material, and videos have proven effective in enhancing student performance due to their flexibility and control. Given that lack of motivation is a key barrier preventing students from completing pre-class material and that videos are widely regarded as an effective method for delivery of pre-class material, we aim to investigate how educators can best design pre-recorded lecture content to encourage self-regulated learning in students.
Speaker Bio
I am a rising second year medical student at the University of South Carolina School of Medicine Columbia. I graduated from Williams College, where I competed in cross country and track, in 2020 with a major in Chemistry. Before starting medical school, I received a master’s degree in Molecular and Cellular Physiology from Albany Medical College in 2022.
Optimizing Pre-Recorded Lecture Content to Encourage Self-Regulated Learning
LJSU Rotunda
The flipped classroom has gained popularity in higher education, particularly in health education, with positive effects. However, students often struggle with understanding and approaching pre-class material. Additionally, instructors have identified the completion of pre-class material as a major challenge, as students who complete it before class perform significantly better than those who complete it after or not at all. Research suggests various ways to motivate students to complete pre-class material, and videos have proven effective in enhancing student performance due to their flexibility and control. Given that lack of motivation is a key barrier preventing students from completing pre-class material and that videos are widely regarded as an effective method for delivery of pre-class material, we aim to investigate how educators can best design pre-recorded lecture content to encourage self-regulated learning in students.