Eltam journal no 2 8th eltam iatefl tesol international biannual conference managing teaching and learning

Item 
SD 
D 
N 
A 
SA 
11.
I watched the Tutorials before class
5% 
6% 
15% 
11% 
20% 
12.
I often paused the Tutorials when watching in 
order to understand the concept better
5% 
3% 
10% 
20% 
27% 

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48 
13.
I rewind some of the Tutorials or watch them 
more than once
5% 
5% 
9% 
25% 
21% 
14.
I fast forward the Tutorials when watching 
them
14% 
11% 
12% 
11% 
17% 
Table 4 contains items 11-14, which directly related to how students watched video lectures. 
On item 11, 31% of students indicated they watched the Tutorials prior to class, while 11% 
indicated they did not and 15% were neutral. If we presume that the students who marked the 
statement neutral sometimes watched the Tutorial before coming to class and sometimes they 
didn’t, than these responses correspond with my observation that about 20% of students were 
not watching the Tutorials prior to class. 47% of students paused the videos to process content, 
and 46% rewound some videos or watched them more than once. 38% of students fast 
forwarded some videos. Responses to items 12, 13, and 14 are related to pace of learning. Even 
though a teacher can pause and provide additional explanation during lectures in a traditional 
classroom. The Tutorials give an opportunity for each student to learn at his/her own pace. It 
appears the almost half of students took advantage of this opportunity. 
The student’s responses to the two free response questions addressing the positive and the 
negative feelings associated with the flipped classroom model are given in Tables 5 and 6. 
From the positive aspects of the flipped classroom model 7 out of 11 items were positively 
marked by more than 50% of the students. Providing more class time for students to ask 
questions and get help, the ability to re-watch the Tutorials and having more time in class to 
complete exercises were chosen by majority of the students. The most frequent negative themes 
were not being able to interact with the teacher during video lectures and that some Tutorials 
were hard to understand. Also 28% of students indicated that they experienced some computer 
problems while watching the Tutorials due to slow internet connections.