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An Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement

Author

Listed:
  • Nor Fathimah Fathil

    (Centre for Instructional Technology and Multimedia Universiti Sains Malaysia, Pulau Pinang, Malaysia)

  • Siti Zuraidah Md Osman

    (Centre for Instructional Technology and Multimedia Universiti Sains Malaysia, Pulau Pinang, Malaysia)

  • Rozinah Jamaludin

    (Commerce Department Politeknik Tuanku Sultanah Bahiyah, Kulim Hi-Tech Park, Kulim Kedah, Malaysia)

Abstract

The Malaysia Education Blueprint 2015-2025 (Higher Education) was published recently. One of shift is globalised online learning. Therefore, Polytechnics had taken the first step in the use of e-learning system by using flipped classroom method. The purpose of this study is to analyse the effects of using online video lecture on student interaction, student engagement and learning outcome in flipped classroom environment. This study has been conducted on 32 semester one Polytechnic Tuanku Sultanah Bahiyah students. A questionnaire was distributed and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings shows that the learning outcome dimension has a practical value of R2 = 0.813. Thus, research model proven that using online video lecturer significantly predicted learning outcome. The findings also indicate that student interaction and student engagement not mediated the relationship between online video lecture and learning outcome. Practically, the findings of this study revealed the importance of developing interactive online video lecture and active learning activities in enhance student interaction and student engagement.

Suggested Citation

  • Nor Fathimah Fathil & Siti Zuraidah Md Osman & Rozinah Jamaludin, 2016. "An Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 3(2), pages 57-64.
  • Handle: RePEc:aoj:jeelre:2016:p:57-64
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    References listed on IDEAS

    as
    1. Roach, Travis, 2014. "Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics," International Review of Economics Education, Elsevier, vol. 17(C), pages 74-84.
    2. David Bond & Robert Czernkowski & Peter Wells, 2012. "A team-teaching based approach to engage students," Accounting Research Journal, Emerald Group Publishing, vol. 25(2), pages 87-99, September.
    3. repec:rss:jnljel:v2i1p2 is not listed on IDEAS
    4. Bea Chiang & Hossein Nouri & Subarna Samanta, 2014. "The Effects of Different Teaching Approaches in Introductory Financial Accounting," Accounting Education, Taylor & Francis Journals, vol. 23(1), pages 42-53, February.
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