Instructional mathematics videos and the flipped classroom

With the increased use of the flipped classroom model and growth of the online learning industry, the use of instructional videos has become a popular way to learn outside the classroom. The purpose of this study was twofold. First, to investigate video design formats and video characteristics that could positively influence student engagement. Second, to gain insight into teacher experiences creating instructional videos. Open- and close-ended survey items were collected in three phases to solicit participant responses. Findings revealed that the quality of different instructional videos produced a statistically significant difference in self-reported levels of engagement, which was attributed to the pedagogical accuracy and clarity in the videos. Based on findings from this study, a video design framework was proposed that included characteristics such as, opportunities for students to practice, and closing the video with a summary recap and others. When examining issues associated with designing instructional videos, teachers reported that video creation was a time-consuming and challenging task. However, teachers’ responses also indicated that instructional videos are a valuable resource, and creating an instructional video provided them with the opportunity to collaborate and reflect on pedagogy. This study concludes with recommendations to the Technological Pedagogical Content Knowledge framework applied in this study and provides guidelines for instructional video development