An Exploratory Study of Factors Associated with Active Pre-class Video Viewing in Flipped Classrooms at a Law School

Abstract

This study explored factors associated with active pre-class video viewing in flipped classrooms at a law school. Based on a questionnaire and interviews with students in a program designed for those without a legal background, ten factors were identified: “deep approach to learning,” “small tests,” “visual and auditory,” “slides,” “free viewing,” “basic knowledge,” “background of precedents,” “system,” “oral examinations,” and “final examinations.” All these factors were related to course design, suggesting that encouraging video viewing requires not only reviewing the video materials themselves but also considering the overall course design. In legal education, students found it beneficial when the “background of precedents” was explained in videos, and “oral examinations” encouraged rewatching, increasing opportunities for internalizing and externalizing knowledge.