2020 Volume 44 Issue 2 Pages 237-251
This study aims to consider students’ comprehension and viewing behaviors of lecture videos through a flipped classroom on basic statistics and data analysis. We introduced "Epistemic Preparative Activities" using authentic problem-solving games that are relevant to the learning contents of lecture videos and face-to-face activities to the class before viewing videos. We compared pre-, middle-, and post- comprehension tests scores and investigated the degree or styles of video viewing between an individual EPA group and a collaborative EPA group, in order to reveal which EPA has a greater advantage in a flipped classroom. The results show that the following three suggestions: (1) the comprehension of the entire students' were improved despite differences in EPA groups, (2) the collaborative EPA group perceived greater understanding of the learning contents before face-to-face activities, (3) the individual EPA group was encouraged in viewing the lecture videos selectively and recurrently.
