Morris, B. K., & Savadatti, S. (2019, June), Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32827

\bibitem{asee_peer_32827}
  Morris, B. K., \& Savadatti, S. (2019, June), \emph{Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32827

Benjamin Keith Morris and Siddharth Savadatti.  "Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32827 Internet.  18 Apr, 2024

\bibitem{asee_peer_32827}
  Benjamin Keith Morris and Siddharth Savadatti.
  "Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32827 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_32827
author = "Benjamin Keith Morris and Siddharth Savadatti"
title = "Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32827}
number = {10.18260/1-2--32827}
}

TY  - CPAPER
AB  - This paper presents data on the extent to which pre-class videos were viewed by students in three different undergraduate flipped engineering courses (numerical methods for engineers, fluid mechanics and engineering statics).  

Flipped classes are typically characterized by pre-class preparatory activities that are followed by more active/collaborative in-class activities. Engagement with pre-class activities is essential for the flipped model to work, and knowing the current extent of student engagement with pre-class resources is a necessary first step towards improving them. Towards this end, this paper presents and compares data on the extent of video viewing (coverage) of pre-class videos in three flipped undergraduate engineering courses.

The dataset consisting of a total of 280 students watching 318 pre-class videos across the three courses shows that, roughly speaking, when a video was watched before class, it was watched to three quarters of its duration; courses with students of higher academic levels (e.g. juniors vs. sophomores) had greater coverages; for some courses, coverage was significantly affected by the day of the week the video was due to be watched by; coverage did not always drop as the semester progressed, but it did drop with increasing average duration of videos; and coverage was significantly and inversely correlated to video duration for all courses.

AU  - Benjamin Keith Morris
AU  - Siddharth Savadatti
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses
UR  - https://peer.asee.org/32827
DO  - 10.18260/1-2--32827
ER  -