Pre-class learning strategies of a flipped lesson: A randomized comparative study of student achievement and cognitive load

In this study, we examined the effects of different pre-class learning strategies of flipped learning on students’ learning achievement and perceived cognitive load. Based on cognitive load theory and cognitive theory of multimedia learning, three strategies were designed and testified in a secondary school ICT (information and communication technology) lesson in Wuhan, China. The three strategies were: (1) segmenting video lecturing (watching a series of six bite-sized videos), (2) conventional video lecturing (watching one 10-min instructional video), and (3) interactive reading (studying through an interactive web page). Eighty-four Senior Secondary 3 students were randomly assigned to learn under these three instructional approaches. The results show that the segmenting video class (n = 28) and conventional video class (n = 28) had a significantly better performance in their pre-class test compared to the interactive reading class (n = 28). In their pre-class cognitive load survey, students in the segmenting video class was rated significantly lower than those in the other two classes. Therefore, segmenting video lecturing was better than the other two pre-class learning strategies when flipping a secondary school ICT lesson. Future research can further testify the use of different pre-class learning strategies in other subject disciplines. Copyright © 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.