User:TheplantnamedED/sandbox

Proponents of flipped classrooms in higher education have had a high interest in seeing this put into university classrooms. Recently, professors at the University of Graz conducted an experiment in which lectures were video recorded in a manner in which students could have access to them throughout the semester of a lecture-based course on educational psychology. The professors surveyed how the 611 students in total utilized their educational tools: attending lectures, watching and/or rewatching video podcasts. Students subsequently rated (on a scale of 1=none to 6=nearly all) how often they utilized these materials. The results showed that the majority of students (68.1% of the class) relied heavily on watching the podcasts and but had surprisingly low attendance rates. The remainder of the students either rarely watched podcasts (19.6%) or somewhat utilized the podcasts (12.3%), but both had similar lecture attendance. With this data, researchers were then curious as how students' grades were impacted by their utilization of these resources. Rating students' performance (on a scale of 1=excellent to 5=fail), professors were able to see how varying utilizations of the course materials related to overall course success. As hypothesized, groups of students that utilized the video podcasts more than their peers (groups 1 and 3), objectively did better than those who chose otherwise (group 2).