Using Flip camcorders for active classroom metacognitive reflection

Abstract

A Center for Teaching and Learning provided Flip camcorders to a group of 10 new faculty members, who were asked to use this teaching tool in their classroom instruction. The classes included mathematics, political science, computer engineering, psychology, business, music and dance. The qualitative results indicate that all faculty members and many students enjoyed the experience. Faculty identified innovative methods to integrate the camera into their classroom teaching, which resulted in more engagement and positive student outcomes. Several faculty members developed methods, procedures, assessment rubrics and guidelines for using the Flip in assignments. The major finding may be the breadth of generalizability for the use of this tool across disciplines for increasing student engagement. The primary goal of this research is to provide data on one of many emerging technology tools to help faculty exploring potential devices for continued improvement and understanding of how we learn.