Using open educational resources in studio-based flipped classrooms: action research in video production learning

Abstract

Abstract This study explores the use of open educational resources (OERs) in studio-based learning and their influence on learning experiences. The research team conducted action research with 30 bachelor of arts students who were completing a video production subject. Students were required to learn from a website containing open online learning resources under a flipped classroom approach. A teaching schedule and website were designed according to several criteria. Research data were collected through observation, reflective journals, and interviews and were analyzed via thematic analysis. Participating students expressed their perceptions of benefits and hesitation in utilizing OERs in learning. They agreed that the use of OERs as flipped classroom learning materials could positively affect their learning, primarily through competence and learning autonomy as indicated in self-determination theory. This investigation provides teachers with valuable experience and suggestions for teaching and learning approaches that incorporate OERs into studio-based education. Students learn from OERs in which they can gain the most up-to-date technical knowledge in an autonomous environment. This experience indicates that this pedagogy greatly and positively influences students’ subject-learning experiences, learning outcomes, and self-learning skills.

Keywords

• Open educational resources
• Studio-based learning
• Flipped classroom
• Motivation
• Self-learning