Moving to Flipped Learning: Perception and perspective from teacher and students toward Webcast in Basic Education Mayuret Yaibuates Praweenya Suwannatthachote

To investigate teacher and students’ perception and perspective toward webcast Objectives

Borderless Network System Project create teaching aids record lecture share knowledge exchange teaching and learning within network schools Solve the lack of teacher’s problem

how to best use time in class (LaFEE, 2013; Sams & Bergmann, 2013) Flipped learning

video and sound for presentation on the Internet Webcast

AcuSTUDIO 6.0  Program for producing webcast or screen capture that was supported for network schools  Supporting  Incorporating social networking

 The acceptance of changing process naturally and implement the innovation concretely. IC leads to difference outcome. (Hall & Hord, 2001)  Trainers need to plan and facilitate training programs by concerning about different levels in using webcast of individual teachers in order to encourage them for applying webcast in their teaching lesson.  Perception and perspective toward innovation = innovation configuration Innovation Configuration

Subjects 75 sts 34 sts, Grade sts, Grade 10  initiative teaches creating webcast lessons which had popularly viewed by students. (over 800 views)  a male, thirty-one years old  has taught Physics for six years Semi-structured interview questionnaire for interviewing the teacher Open-ended Students’ questionnaire about the use of webcast in Borderless Network System Project in Physics 2 nd semester, academic year 2013 at Samakkhiwitthayakhom School Chiang Rai, Educational Service Areas 36 th

Findings 1) Benefits of using webcast Teacher - review lesson and study in advance -could prepare and ensure his content completely “… Teachers can prepare themselves (before uploading in webcast). I watch the video clip and keep asking myself what I should add to fulfill my teaching. Sometimes, I forget to teach some topics or speak too fast. While using webcast, I can rerecord my lesson, insert some slides or add demonstrate lab video clips by searching from YouTube. It completes my teaching.”

Findings 1) Benefits of using webcast Students 1. They can repeatedly watch webcast. The students can review learning lessons (33.33%), review before taking examination (9.33%), and watch many times (5.33%). 2. They can use webcast conveniently. They can review learning lessons freely. It is easy to learn and not limited at school broader since students can study anywhere while accessing though the Internet (33.33%). Students can follow content in case they request sick leave, business leave or skip the class (5.33%). 3. Students control their own learning. They can rewind, pause the lesson when they do not understand (9.33%), study in advance (8%) learn and review lesson by themselves (8%). 4. Students can use webcast to explore knowledge. They can study on their interesting topics (4%), learn about topics that teachers do not normally teach in class (2.66%). 5. Webcast saves learning cost. It is free (1.33%).

Findings 2) Limitations of using webcast TeacherStudents Limitations: -The limitation in term of two ways interaction. “I can’t respond to students.” and the teacher is sometimes doubtful whether students had better understanding due to access to webcast or not since he cannot track students’ progress individually. There were three main limitations as follow. 1.Students cannot ask questions with the teacher in real time (24%). 2.The usage conditional limitation since not all students can access the Internet at home (10.66%). 3.They cannot express and share their opinions with teacher or classmate at the same time (2.66%).

Findings 3) Students’ role and Teacher’s role TeacherStudents Students’ role: -access to webcast as teacher assigns -have responsibility for their own learning -should concentrate while watching (29.33%) -should review learning lessons (8%) - take note while watching the video clip (8%) -should be honest and respect to classroom disciplines (6.66%). Teacher’s role: - set learning agreements clearly-should produce webcast for instructional purposes (41.33%) should announce and promote webcast to students (14.66%) -should give an advice on how to use webcast to students by guiding or demonstrating how to access to webcast and informing extra tips or techniques for learning via webcast (5.33%)

Students satisfaction toward webcast All subjects (100%) like using webcast in Physics. The sample of students’ respond is as follows. Repetition factor: “When (I) don’t understand, I can watch (webcast) again (30.66%), (I) can study many times as I want (14.66%),, (I) understand better (6.66%), (I) review before taking the test (4%).” Instructor factor: “Teacher explains clearer (5.33%), (I) enjoy learning with this teacher (1.33%).” Self-learning factor: “(I) can try to understand by myself conveniently (4%), (I) can study in advance (2.66%), (I) can try to understand by myself first and study in details in class. So, I can check concepts over again (2.66%), (I) have experience on solving physics problems (2.66%) Natural of Physics factor: “It (Physics) is hard to understand after learning in once time (1.33%), It (Physics) is difficult subject. We need to study more (1.33%).” Students’ attitude factor: “(I) like Physics (2.66%).” Time factor: “ I can study (via webcast) fast (1.33%), (I) can study whenever (1.33%).”

An early adopter, the teacher from Educational Service Areas 36 th, has pointed advantages of webcast. Flipped learning would be more practically if OBEC support Educational Service Areas to encourage teachers to use webcast. More strategies to disseminate webcast should be focused. “... Previously problem of most students in learning Physics is they cannot solve physical questions. Time’s up when teacher only taught concepts in class. So, students must finish questions (as homework) at home. When using webcast, (I) tell them to study in advance. Therefore, teacher and students can practice working on answering questions together in class.” Discussion and Conclusion

Further Study The evaluation of webcast project and strategies to disseminate webcast in the best practices Educational Service Areas should be explored. The integrating knowledge management framework for further study of the flipped classroom from the early adopters will benefit policy implementation of moving to flipped learning.

Mayuret Yaibuates