Pre-class video watching fosters achievement and knowledge retention in a flipped classroom

Manuel Förster, Andreas Maur, Constantin Weiser, Kirsten Winkel

Research output: Contribution to journalArticlepeer-review

46 Scopus citations


Large lectures are commonly characterized by lacking interactivity and adaptability to individual learning processes. Flipped classroom as a more active learning design has the potential to meet this challenge. For knowledge acquisition in flipped classrooms, students’ regular and timely engagement in watching pre-class videos on new topics is critical to benefit from the learning activities in the in-class sessions. However, there is limited evidence on the relationship between engagement in pre-class video watching and later achievement and particularly in knowledge retention in flipped classroom. Thus, we developed sophisticated pre-class learning videos for a large statistics lecture and set up a flipped course design. We regressed course achievement on students’ timing of watching the pre-class videos. To contrast the relation between preclass video watching and other typically discussed predictors of achievement, we controlled for prior achievement and motivation. We found that students, who watch the videos before the corresponding in-class session perform better, both in the short-term (final exam) and in the long-term (follow-up-test four months later). Our results suggest that timing rather than quantity of video watching matters in terms of academic performance and knowledge retention. The findings highlight the important role of motivational interventions aiming at encouraging students to prepare for class in time to ensure knowledge acquisition in flipped classrooms.

Original languageEnglish
Article number104399
JournalComputers and Education
StatePublished - Apr 2022


  • Flipped classroom
  • Improving classroom teaching
  • Post-secondary education
  • Teaching/learning strategies
  • Video reception


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