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Table 3 Qualitative analysis of reflection and feedback on videos (cohort 1) and Importance scores on related items (cohort 2)

From: Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

Theme with codes Number of codes cohort 1 Importance score % cohort 2
Improve understanding, mastering theory (Teaching Presence Direct instruction) total 42 90
 Helped to understand contenta 21 85
 Helped learning, deeper understanding, clearing misunderstandings 12 92.3
 Explained and elaborated 9 88.5
Resource unique characteristics added value: (Teaching Presence: Design & organisation) total 38 93
 Provided summaries, outlines 13 96.3
 Indicated what was important 12 96.2
 Supplemental resource, better than textbooka 10 96
 Audio easier to understand, better than lectures 3 92.3
Students’ own learning preference, strategy (Learner and Emotional presence) total 25 94
 Repetition in own time and easy memorisation 13 92.3
 Independent learning 7 96
 View video with other resources 4 92
 Do not like reading 1  
  1. aThese 2 themes overlap with statements rated in Table 2
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