Dealing with Video-Based Learning Task-Activity in Flipped Learning: Effects of Success Determinants and Task Benefits for University Students - A Case Study Joice Yulinda Luke(1)- Norasykin Mohd Zaid (2)
1 Language Center, English Language Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia
2 Department of Science, Mathematics and Creative Multimedia Education, Schools of Education, Faculty of Social Sciences and Humanities, Univesiti Teknologi Malaysia, Johor Bahru, Malaysia
Abstract
Watching video-based learning has become an integral part of flipped learning implementation during the COVID-19 pandemic for most of university students in Indonesia and Malaysia. Studying at home virtually has doubled the learning capacity of students since they have to study from the video learning sent by the lecturers in the initial stage. As a result, dealing with various learning task activities before, during and post learning is somewhat challenging for university students. Factors such as readiness to study, unclear goals to do tasks, unfamiliar with task instructions, and also time-constraint have become critical problems that hindered students to successfully handled learning tasks. Because of that, this study investigates factors affecting university students^ success dealing with video-based learning task activities and task-benefits students gained from completing task activities. There were fifty university students were involved in this study. Data were taken from post-survey after using the interactive video-based learning. The analysis of data used descriptive qualitative analysis. The findings show that majority internal factors from students worked as the determination factors causing failures in achieving goals of lesson learning. Also, the students claimed learning tasks were useful to enrich knowledge, understanding, and improve skill related the lesson context.
