COMPARING VIDEO LECTURE ENGAGEMENT BEHAVIORS IN FLIPPED VERSUS TRADITIONAL CLASSROOMS: A STUDY AT A PRIVATE UNIVERSITY

COMPARING VIDEO LECTURE ENGAGEMENT BEHAVIORS IN FLIPPED VERSUS TRADITIONAL CLASSROOMS: A STUDY AT A PRIVATE UNIVERSITY

Tran Hoang Cam Tu thctu@ntt.edu.vn Nguyen Tat Thanh University 331 Do Muoi, An Phu Dong ward, Ho Chi Minh City, Vietnam
Can Hoang Nguyen Khanh* khanh.can@hcxcoaching.com HCX Coaching Education Joint Stock Company 223 Nguyen Xi street, Binh Thanh ward, Ho Chi Minh City, Vietnam
Summary: 
The study compared students’ behavior during video lectures between two groups: those who studied in the flipped model (n=45) and those who studied in the traditional model (n=132). The semi experimental research design was conducted over 15 weeks at a private university. Results from a survey of 177 students showed differences in when they watched videos: 55.5% of students in the flipped class watched videos before or during class, while only 10.6% in the traditional group did so. Regarding motivation, the flipped group had a higher rate of deep learning motivation (81.6% vs. 62.0%). The video usage behavior of the flipped group was also statistically significant (M=3.87 vs. M=3.58, p=.05). In contrast, there was no difference in performance and effort expectations, indicating that both groups felt similarly about approaching video lectures. YouTube Analytics revealed a spike in video views before deadlines and a preference for practical content over theoretical material (2.5 times). The study suggests that the flipped model significantly influences observed behavior but has a more limited impact on intrinsic motivation and attitudes, offering practical insights for designing effective flipped classrooms in Vietnamese private universityes.
Keywords: 
Flipped learning
learning behavior
private university
learning data analysis
Vietnam.
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